Abstract
This paper reports on a portion of a qualitative research study that used constructivist grounded theory and the framework of place-based education to investigate how urban fifth graders describe, identify, and make connections between formal/school earth science concepts and their own everyday lives. Results show numerous disconnects and misconceptions between Earth Science as taught in class and Earth Science as urban elementary students found it in their environments outside of school. Five urban fifth grade participants were observed during their earth science unit and interviewed three times over the course of the unit. Data collected involved individual interviews supported by auto-driven photo elicitation and student-created maps. Data analysis occurred concurrently with data collection and yielded results and implications for a number of areas including urban science education and earth science education.
Original language | American English |
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State | Published - Apr 2011 |
Event | Paper presented at the 2011 International Conference for the National Association of Research in Science Teaching (NARST) - Duration: Apr 1 2011 → … |
Conference
Conference | Paper presented at the 2011 International Conference for the National Association of Research in Science Teaching (NARST) |
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Period | 04/1/11 → … |
Keywords
- Constructivist grounded theory
- Geoscience
- Place-based education
DC Disciplines
- Curriculum and Instruction
- Educational Methods