Poster #16 - Three-Dimensional Science in the School Library: Student Results and Perceptions From a Learner-Centered Science Curriculum

• In Event: 51.082 - MTCC Poster Session 12
  In Poster Session: 51.082-2 - Science Teaching and Learning SIG Poster Session

Abstract

NSTA recently revised its position statement on best practices of teaching and learning from a Scientific Inquiry model to a Three-Dimensional model (NSTA, 2018). While this research was conducted prior to revision, it exemplifies the three-dimensional model of teaching and learning. This study’s curriculum was designed to be learner-centered, teaching both research and science skills and investigative problem-solving. Students were introduced to science concepts through literature on minority scientists in each area of science taught. Students created their own questions, researched information in non-fiction materials, and chose the appropriate experiential center to answer their questions. This paper examines the results of the student responses through mixed-methods approaches, to explore how this curriculum influenced students’ perceptions and understandings of science.

Author

• Bree Ruzzi, Old Dominion University