Date of Award
Master of Education (MEd) in Curriculum and Instruction
Science education has seen a major overhaul with the implementation of ideas from the NRC’s (2012) report, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. At the same time, we have seen a rise in the number of formal educational facilities partnering with informal facilities to bring these practices to students. This study explored the effect these blended approaches had on both student attitudes and their achievement in science content areas. To do this, surveys were designed to assess these areas in upper elementary students participating in a one-year blended science program. First, the literature was examined to develop themes around which the survey questions could be built. A sample, N=78, was pooled from anonymous student surveys returned after the program’s completion. From this data, descriptive statistics and bivariate correlations were generated using SPSS software. While the research results did not support or disprove a relationship between attitude and achievement, it did show a positive correlation between a student’s age and confidence in their ability to do science. A positive correlation between enjoying science and viewing science as a tool that makes sense of the world was also found. Professional development efforts should note that previous studies have shown growth in both attitude and achievement from blended programs and continue to research this area.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Crawford, Kellie Michelle, "Informal science in the classroom: how informal and formal educational institutions support science instruction" (2018). EWU Masters Thesis Collection. 534.