Action research proposal in science
Related slideshares at research for strategic intervention ne barredo, teacher at tunasan elementary hed on oct 19, research for strategic intervention you sure you want message goes r at department of education - all the materials here free for download? God bless you you sure you want message goes ion program supervisor 1 at department of education, division of ment of education, division of much, it can help me a you sure you want message goes bicutan national high for sharing its a great help to finish my work,Are you sure you want message goes research for strategic intervention ting the effectiveness of using strategic al in improving the academic performance in gic intervention ne joan da. N elementary tary school students are naturally curious, which makes science an t for them to learn. Science is included as a core element in elementary ary levels despite conceptual complexity and high cost of implementation. Batomalaque, 2009) another justification for the inclusion of science in school that all citizens need to achieve a degree of “scientific literacy” to enable them ipate effectively as citizens in modern s indicate however, that many of our filipino learners are not onal literacy, without which they find it too difficult to meet the challenges posed rapidly changing ound of the ts’ performance in the national achievement test shows that ues to be the most difficult field of study in basic education. The results ed to guide the department of education in its efforts towards the improvement quality of education in public schools and to provide appropriate intervention for ing to the basic education curriculum primer 2002, science and to help the filipino child gain a functional understanding of science concepts ples linked with real life situations, acquire science skills as well as des and values needed in solving everyday problems. There science and health for grades i and ii but simple science and health concepts e the child’s interaction to his immediate environment are contents h. In grades iv-vi, x study of science concepts will be taken up in preparation for high . The goal of science is to demonstrate understanding how science, health relate to the comprehension of the environment and application of skills,Attitudes and values in solving varied life with the problems persisting today in philippine education system, our functional literacy to empower learners is at stake. The trends in mathematics and science survey (timss) alone conducted five years ago revealed unsatisfactory results, the philippines ranked. Department of education (deped) data show that for every 100 children grade 1, close to 15 do not make it into grade 2, and roughly one-quarter (t) have dropped out before grade is for these reasons that the researcher embarks on developing ention materials in science for grade 4 students that will enhance learning the least mastered skills of the students, thus attain growth in their ent of the study aimed to develop strategic intervention materials in science that e learning and remedy the least mastered skills of the students, thus in their academic ically, it attempted to answer the following questions:1. What is the level of academic performance of the pupils based on the post test results using the two strategies in teaching science:1. They may find the result of the study helpful in planning ting appropriate strategic intervention materials in teaching science at any inside the classroom and encourage other teachers to upgrade their methods ques in the teaching-learning s. It could give them motivation on cope with their difficulty and motivate them to study hard to overcome their researchers. 165 males and 165 females) of tunasan elementary school enrolled during the following were the research instruments used in the study. They tried to increase and deepen , knowledge and understanding from concrete science to what is more gave the students the opportunity to explore their understanding and make these new scientific ideas. Pre-test/ was a 20-items teacher-made test which was designed to measure the of the students on the lesson chosen by the researcher. The researcher informed the school science coordinator, an, and the teacher-advisers of each researcher together with other science teachers of tunasan had identified the least mastered skills in grade four science and found out y level was not achieved by the students in the previous years and current , the researcher chose the least skill of all the least mastered in all encies given by the department of education which was the content of gic intervention material. And their scores in every treatment d and interpreted by the researcher to determine whether there were ences on their mean scores in the pretests and tation, analysis and interpretation of chapter discusses the results of the study on the comparative analysis ic performance of pupils in science using traditional method vs. Level of academic performance of the pupils based on the pre-test and post s using the two strategies in teaching science in terms of:1. This means that the experimental group which used the ention material significantly better retention of facts and concepts and or in applying this knowledge in problem-solving gs, conclusion and researcher’s findings agreed with the findings of hogan (2000) rd (2004), who found out that intervention materials contributed to ng of the concepts among students.
Action research in science subject
The strategic intervention materials were effective in mastering the –skills in science based on the mean gain scores in the posttests of mental and control the light of the findings, the following conclusions were drawn:1. Science teachers can use the strategic intervention materials made by the re-teach the concepts and skills and help the students master the competency-based. Science teachers should develop more strategic intervention materials for ing lessons which were not included in researcher’s sims. Ed research research related to classroom 6_health k-12 teacher's guide q1 s of strategic intervention material on the academic achievements in ch... Related slideshares at research in science der, government at hed on nov 25, you sure you want message goes you sure you want message goes can i get a copy of this file? You sure you want message goes ife at harsha inas east national high research in science an secondary education 32(3) summer 2004 action research in the secondaryscience classroom: student response to differentiated, alternative assessmentauthors faith h. Burns has been a secondary science teacher for 18 years and is currently the principal of pocono mountain east high school, swiftwater, ct the purpose of this article is to share classroom action research studying the perception of students to a differentiated, alternative assessment model in a secondary science classroom. Learning styles, alternative and authentic assessment, multiple intelligences theory, an secondary education 32(3) summer 2004action research in the secondary science classroom waters, et. As in traditional research, action research includes on-going "cycles of problem identification, systematic data collection, reflection, analysis, data driven action taken, and finally, problem redefinition" (johnson 1993, p. Although typically it is the researchers and their students who benefit directly, the findings of action research can also serve as a catalyst for change by other educators (borgia & schuler, 1996; johnson, 1993). Action research affords opportunities for practicing teachers to examine current theory as implemented in their daily practices and to make data-driven adjustments in their curriculum and instruction in a meaningful way (mclaughlin, watts & beard, 2000). The specific goal of this article is to share how one of the authors, a secondary science teacher, implemented differentiated, alternative assess- ment and conducted action research to examine student reaction to the implementation of the assessment model. The breadth of the content and practices involved makes the earth and space science classroom an ideal laboratory for this action research project. This study is consistent with flemings (2000) definition of action research as "a systematic inquiry into a school or classroom situation with the intent of inspiring the quality of teaching and learning and gaining a deeper understanding of the complex content in which it occurs" (p. This article also addresses a concern with the finding that 40% of science teachers reported that they were unprepared for the development of performance-based assessments (weiss, 1997). In response to weiss’ findings and in an effort to determine what changes might make a signifi- cant difference in producing rich understanding in his classes, one of the authors, a high school earth and space science teacher, identified the use of differentiated, alternative assessment as a methodology worthy of implementation and ew of study the purpose of this action research study is to examine student reaction to the implementation of the differentiated, alternative assessment model an secondary education 32(3) summer 2004waters, et. Action research in the secondary science classroom one high school earth and space science classroom. As with all action research, the overarching purpose is to inform practice so students benefit. It combines non-tradi- tional assessments such as projects, presentations, and performances with the elements of choice, variety, and individualization of differentiated g all students involved with this project were enrolled in a high school earth and space science course, which offers a broad survey of topics but emphasizes astronomy, geology, meteorology, and hydrology. While some traditional multiple-choice tests were still used, the teacher implemented differenti- ated, alternative assessment practices in all areas except hydrology and collected feedback from students in a classroom-based, action research format. The teacher planned to implement the differentiated, alternative assessment in the hydrology unit the following school ipants subjects for the initial phase of this action research consisted of 79 ninth- grade earth and space science students from three classes in a block- scheduled rural high school.
The secondary phase of the action research involved all 47 students from two randomly selected classes involved in the primary phase. The teacher-researcher involved in the study was a 17-year teaching veteran enrolled in a graduate studies program while continuing to teach full time. The teacher-researcher began phasing in differentiated, alterna- tive assessments during the fall semester but realized that no data had been gathered regarding the benefits to the students in such a program. Entiated, alternative assessment model based on the literature regarding performance-based, alternative assess- ment and how students learn (holloway, 2000; wiggins & mctighe, 1998), coupled with his own graduate work and teaching experience, the teacher-researcher thought differentiated, alternative assessment practices might provide a vehicle to move toward a more action-oriented evalua- tion process. In order to put his ideas into action he needed to first develop the assessment model. These changes centered on: • increasing the level of active student participation, • establishing and sharing the expectations for success, • increasing the role of students in decision making, • providing for a variety of student options, • providing for positive interpersonal interactions, and • modifying the role of the teacher from director to facilitator. Action research in the secondary science classroom figure 1: assessment rubric to evaluate projects criterion not needs meets mastered attempted work requirements accuracy no information or some factual accurate evidence extensive and in- references errors, insufficient or information depth information provided. Plan for action provided included board games and three-dimensional models, computer presenta- tions, web pages, brochures, newspapers, formal or creative writings, live performances, or a combination of these. Students sometimes disagreed on a course of action, responsibility, or requirement, but the teacher intervened only when necessary to keep the students working. Upon completion of the task, the student or students formally presented the project to the class and submitted all materials to the teacher for ology the assessment model that the teacher-researcher designed was used for a one semester, 90-day course during which students completed five differ- entiated, alternative assessment products. The teacher-researcher created a forced response survey consisting of 24 questions which was administered to the students (see appendix a). An open-ended, two-item questionnaire, also created by the teacher- researcher (see appendix b) was administered to those students selected for phase two. Several students an secondary education 32(3) summer 2004action research in the secondary science classroom waters, et. Action research in the secondary science classroom with redirection by the teacher, off-task behaviors were few, and the tone was friendly, collegial, and supportive. Within the classroom students: • constructed web pages for the internet, • used classroom computers to create presentations, brochures, and other text documents, • displayed products via large-screen projection, • used e-mail to send information between peers and to the teacher, • researched and gathered information from a variety of sources. Silver, strong, and perini (2000) identified four primary styles exhibited by students: the “mastery learner,” the “interpersonal learner,” the “under- an secondary education 32(3) summer 2004action research in the secondary science classroom waters, et. Recent constructivist research (perkins, 1999) states that learning is enhanced when students must organize information, search for patterns and relation- ships, and connect knowledge or information to what has already been learned. Embracing action research as a tool for classroom improvement involves additional time and commitment from the teacher-researcher. Although the teacher-researcher gath- ered the data using the survey as an anchoring activity within the lesson, analysis of the results was done at home after school hours. Action research in the secondary science classroom to benefit the greatest number of students, the teacher reacted to the study results by retaining procedures or proposing modifications to the system. In addition to the effect in his own classroom, the teacher-researcher’s experience affected a wider sphere.
In addition, pre-service teachers in a professional development school program had the opportunity to learn about the experience, ask questions, and incorpo- rate similar ideas in their own tions as with any action research, certain limitations were present in the study. A hallmark of action research is that it tends to focus on a small intact population, thus limiting generalizability another limitation is that differentiated, alternative assessment was compared only to multiple-choice assessment. The narrow choice for comparison could not address the student attitudes regarding other forms of traditional assessment that are incorporated into many classrooms an secondary education 32(3) summer 2004action research in the secondary science classroom waters, et. Finally, as is also the nature of action research in the classroom, it tends to be conducted by the teacher, thereby introducing the potential for researcher sion research of any kind often raises additional questions. Although the students reported that they had learned more, it is important for the researcher to implement a second study to quantify any increase in achievement. While there was no formal assessment of student learning styles in this study, it appeared to the teacher-researcher that students selected assessments that seemed consistent with their observed learning style; including a validated learning style instrument in the data gathering process would test this assumption. This action research study illustrates two ways that might aid teachers in meeting this mandate. Secondly, teachers will need to don a new hat that of teacher-researcher, in order to continually evaluate their institutional practices in search of increased learning for all nces mueller, s. The status of science and mathematics teaching in the united states: comparing teacher views and classroom practice to national standards. Alexandria, va: association for supervision and curriculum development: an secondary education 32(3) summer 2004action research in the secondary science classroom waters, et. Insights: renaldo lawrence on course - linkedin writing for course - linkedin ng techniques: creating multimedia course - linkedin to write an advance research ch question and ia assessment rubric. Techniques: creating effective learning course - linkedin course - linkedin ng to teach course - linkedin to write an advance research ch question and ia assessment rubric. Now customize the name of a clipboard to store your can see my wikipedia, the free to: navigation, the british charity formerly named action research, see action medical research. Research is either research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. 6) writes that an action research strategy's purpose is to solve a particular problem and to produce guidelines for best research involves actively participating in a change situation, often via an existing organization, whilst simultaneously conducting research. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work lewin, then a professor at mit, first coined the term "action research" in 1944. In his 1946 paper "action research and minority problems" he described action research as "a comparative research on the conditions and effects of various forms of social action and research leading to social action" that uses "a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action". 5 scholarly research is an interactive inquiry process that balances problem solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal and organizational change (reason & bradbury, 2001). 2] after six decades of action research development, many methods have evolved that adjust the balance to focus more on the actions taken or more on the research that results from the reflective understanding of the actions. This tension exists who are more driven either by the researcher's agenda or by participants;.
To 2nd-, to 3rd-person research, that is, my research on my own action, aimed primarily at personal change; our research on our group (family/team), aimed primarily at improving the group; and 'scholarly' research aimed primarily at theoretical generalization or large-scale change. Research challenges traditional social science by moving beyond reflective knowledge created by outside experts sampling variables, to an active moment-to-moment theorizing, data collecting and inquiry occurring in the midst of emergent structure. From this starting point, to question the validity of social knowledge is to question, not how to develop a reflective science about action, but how to develop genuinely well-informed action – how to conduct an action science". 4] in this sense, performing action research is the same as performing an experiment, thus it is an empirical argyris' action science[edit]. Argyris' action science begins with the study of how human beings design their actions in difficult situations. Humans design their actions to achieve intended consequences and are governed by a set of environment variables. How those governing variables are treated in designing actions are the key differences between single-loop and double-loop learning. When actions are designed to achieve the intended consequences and to suppress co nflict about the governing variables, a single-loop learning cycle usually the other hand, when actions are taken not only to achieve the intended consequences, but also to openly inquire about conflict and to possibly transform the governing variables, both single- and double-loop learning cycles usually ensue. This is different from experimental research in which environmental variables are controlled and researchers try to find out cause and effect in an isolated heron and peter reason's cooperative inquiry[edit]. It emphasizes the full involvement in research decisions of all active participants as ative inquiry creates a research cycle among 4 different types of knowledge: propositional (as in contemporary science), practical (the knowledge that comes with actually doing what you propose), experiential (the real-time feedback we get about our interaction with the larger world) and presentational (the artistic rehearsal process through which we craft new practices). At every cycle, the research process includes these four stages, with deepening experience and knowledge of the initial proposition, or of new freire's participatory action research (par)[edit]. Article: participatory action ipatory action research has emerged in recent years as a significant methodology for intervention, development and change within groups and communities. This was further developed in "adult education" models throughout latin o fals-borda (1925–2008), colombian sociologist and political activist, was one of the principal promoters of participatory action research (iap in spanish) in latin america. He published a "double history of the coast", book that compares the official "history" and the non-official "story" of the north coast of m barry's living educational theory approach to action research[edit]. Article: living educational m barry (atkins and wallace 2012) defined an approach to action research which focuses on creating ontological weight. 5] he adapted the idea of ontological weight to action research from existential christian philosopher gabriel marcel (1963). Barry was influenced by jean mcniff's and jack whitehead's (2008) phraseology of living theory action research but was diametrically opposed to the validation process advocated by whitehead which demanded video "evidence" of "energy flowing values" and his atheistic ontological position which influenced his conception of values in action research. Explained that living educational theory (let) "[it is] a critical and transformational approach to action research. It confronts the researcher to challenge the status quo of their educational practice and to answer the question, 'how can i improve that i'm doing? Researchers who use this approach must be willing to recognize and assume responsibility for being a 'living contradictions' in their professional practice – thinking one way and acting in another. The mission of the let action researcher is to overcome workplace norms and self-behavior which contradict the researcher's values and beliefs.
The vision of the let researcher is to make an original contribution to knowledge through generating an educational theory proven to improve the learning of people within a social learning space. The standard of judgment for theory validity is evidence of workplace reform, transformational growth of the researcher, and improved learning by the people researcher claimed to have influenced... French and cecil bell define organization development (od) at one point as "organization improvement through action research". 7] if one idea can be said to summarize od's underlying philosophy, it would be action research as it was conceptualized by kurt lewin and later elaborated and expanded on by other behavioral scientists. Concerned with social change and, more particularly, with effective, permanent social change, lewin believed that the motivation to change was strongly related to action: if people are active in decisions affecting them, they are more likely to adopt new ways. Rational social management", he said, "proceeds in a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of action". Faced with a dilemma or disconfirmation, the individual or group becomes aware of a need to ng: the situation is diagnosed and new models of behavior are explored and zing: application of new behavior is evaluated, and if reinforcing, 1: systems model of action-research 's description of the process of change involves three steps:[8]. Action research is depicted as a cyclical process of cycle begins with a series of planning actions initiated by the client and the change agent working together. The principal elements of this stage include a preliminary diagnosis, data gathering, feedback of results, and joint action planning. In the language of systems theory, this is the input phase, in which the client system becomes aware of problems as yet unidentified, realizes it may need outside help to effect changes, and shares with the consultant the process of problem second stage of action research is the action, or transformation, phase. This stage includes actions relating to learning processes (perhaps in the form of role analysis) and to planning and executing behavioral changes in the client organization. Included in this stage is action-planning activity carried out jointly by the consultant and members of the client system. Following the workshop or learning sessions, these action steps are carried out on the job as part of the transformation stage. This stage includes actual changes in behavior (if any) resulting from corrective action steps taken following the second stage. The action-research model shown in figure 1 closely follows lewin's repetitive cycle of planning, action, and measuring results. 8] the action stage is a period of changing, that is, trying out new forms of behavior in an effort to understand and cope with the system's problems. Why educational research has been so uneducational: the case for a new model of social science based on collaborative inquiry". Isbn n & torbert, transforming social inquiry, transforming social action: new paradigms for crossing the theory/practice divide in universities and communities. The role of citizen participation and action research principles in main street revitalization: an analysis of a local planning project," action research 6(1): er, e. This is my truth, tell me yours: some aspects of action research quality in the light of truth theories. Undertaking action research: negotiating the road ahead, social research update, issue 34, philosophical sources of action research[edit].
Action research and action learning ional action ational journal for transformative l of applied behavioral l of organizational change ic practice and action article's use of external links may not follow wikipedia's policies or guidelines. Has learning resources about action ote has quotations related to: action for collaborative action oks: contemporary educational psychology/chapter 13: the reflective ont lincoln center for action ries: social science methodologyhidden categories: articles needing additional references from january 2014all articles needing additional referencesall articles with unsourced statementsarticles with unsourced statements from june 2013all accuracy disputesarticles with disputed statements from june 2013wikipedia external links cleanup from march 2012wikipedia spam cleanup from march logged intalkcontributionscreate accountlog pagecontentsfeatured contentcurrent eventsrandom articledonate to wikipediawikipedia out wikipediacommunity portalrecent changescontact links hererelated changesupload filespecial pagespermanent linkpage informationwikidata itemcite this a bookdownload as pdfprintable dia commonswikiquote.
