Ordering of Arts and Science Integration to Reverse Misconceptions

• In Event: 28.081 - Science Teaching and Learning SIG Paper Session: Change

Abstract

Students in the elementary grade levels are in a pivotal time period where initial conceptions are formed, laying the groundwork for future science learning success. Though, traditional science instruction has failed to identify student preconceptions and foster conceptual change, oftentimes, further propagating misconception learning. Therefore, this study aimed to compare how the order of implementation of VAPA and Inquiry instruction would impact student knowledge gains, misconception reversal, and its effectiveness for English Learners. All N=149 5th grade students were assessed three times with one pretest followed by two posttest assessments. Results indicate that leading with VAPA lessons prior to Inquiry helped increase change scores (knowledge) exponentially as students’ preexisting misconceptions got larger, with English Learners experiencing highest gains.

Authors

• Joseph Wong, University of California - Irvine

• Sage Brianna O'Toole Andersen, University of California - Irvine

• Michael Corrigan, University of California - Irvine

• Vince Sipkovich, University of California - Irvine

• Brad Hughes, University of California - Irvine