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Science curriculum modifications an urban and suburban comparison /

by Livingston, Tori M.

Abstract (Summary)
Science Curriculum Modifications: An Urban and Suburban Comparison By Tori M. Livingston Chairperson of the Supervisory Committee: Professor Piyush Swami Department of Education: Middle Childhood Education This qualitative study builds upon the central role science teachers play in “mediating between children's everyday world and the world of science” (Driver, Asoko, Leach, Mortimer & Scott, 1994, p. 11). The focus is upon modifications of a kit-based, inquiry science curriculum made by two teachers in contrastive contexts (urban and suburban). Both teachers are experienced in teaching science and certified in Ohio. Each teacher used the third grade Water unit within the Full Option Science System (FOSS) curriculum to teach two distinctly different groups of students. The theoretical framework of the study is based upon the ability of teachers to modify curriculum and the influence teacher thought process has on the way in which a curriculum is modified. Classroom observations, anecdotal field-notes, semi-structured audio taped interviews and a teacher background questionnaire were used to collect data. Nine major curriculum modifications between the two teachers emerged from the research findings. These modifications were grouped into three categories, 1) FOSS-specific modifications made to the structure of the FOSS curriculum; 2) in-the-moment modifications made during the delivery of a lesson; and 3) time-modifications made to the amount of time suggested for each lesson. Suggestions for improvement to the FOSS curriculum and science teaching are included in the discussion. I II
Bibliographical Information:

Advisor:

School:University of Cincinnati

School Location:USA - Ohio

Source Type:Master's Thesis

Keywords:university of cincinnati

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