View in EDS

Towards a Geoscience Pedagogy: A Socio-Cognitive Model

Saved in:
Bibliographic Details
Title: Towards a Geoscience Pedagogy: A Socio-Cognitive Model
Language: English
Authors: Burrell, Shondricka J.
Source: ProQuest LLC. 2019Ph.D. Dissertation, Temple University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 216
Publication Date: 2019
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Earth Science, Science Instruction, Models, Transformative Learning, Science Careers, Career Exploration, Science Interests, Self Efficacy, Relevance (Education), Intervention, Control Groups, Prior Learning, Instructional Effectiveness, Science and Society, Environmental Education, Justice, Water Quality, Low Income Students
Abstract: Students attending schools in poor and historically marginalized communities lack access to curricula that combines both relevant science content and investigative practices--components the National Research Council (2012) has identified as necessary for effective learning. This lack of curricular access is also problematic in that it: (1) undermines student interest and value of the discipline; (2) fails to educate students about science issues relevant to their lived experience; and (3) hinders student preparation to convert science content into actionable knowledge (Basu & Barton, 2007; Buxton, 2010; Brkich, 2014). I have designed a pedagogical model for geoscience learning as an attempt to address this educational opportunity gap. Geoscience as a content area is particularly important because students attending schools in poor and historically marginalized communities are more likely to be exposed to poor indoor and outdoor air quality (Pastor, Morello-Frosch & Sadd, 2006), have access to poor quality drinking water (Balazs, Morello-Frosch, Hubbard, & Ray, 2011; Balazs & Ray, 2014), and attend schools located near or on brown fields (areas of high exposure to environmental hazards) (Pastor, Sadd & Morello-Frosch, 2004). Given an overall concern for environmental justice (Pais, Crowder & Downey, 2014) and more specific concerns about recent cases of water quality in Flint, Michigan (BBC, 2016) and the greater Philadelphia area (Milman & Glenza, 2016; Rumpler & Schlegel, 2017), the topic of water quality has curricular relevance and potential to engage students in learning geoscience. Based on the pedagogical model, I designed both a water-quality themed transformative learning experience (intervention), and a comparison experience focused on exploration of geoscience careers. Each experience consisted of activities totaling 220 minutes of instruction that can be completed within 5--6 traditional class periods. I applied a mixed methods approach to examine the student generated data from both experiences. First, I used quantitative analyses to test the efficacy of the model with respect to pre to post and delayed post instructional shifts in interest; self-efficacy; and perceived value, perceived relevance, and application of Earth science content. Secondly, I examined between group comparisons on each measure. Results of repeated measures ANOVA indicated statistically significant and meaningful shifts in knowledge for those students in the intervention group, F(1, 159) = 7.34 p = 0.007 n[superscript 2] = 0.044 (small effect size). Though the analysis did not detect statistically significant gains in interest, results revealed statistically significant and meaningful shifts in perceived value, perceived relevance, and application of Earth science content over time by grade for both the intervention and comparison groups, F(2, 155) = 7.13 p = 0.001 n[superscript 2] = 0.84 (large effect size; Tabachnick & Fidell, 2013). I confirmed these results using structural equation modeling (SEM) and path analysis. I also applied SEM and path analysis to the student generated data in order to test the theoretical soundness of the model. Interest, Transformative Experience (or TE, is operationalized as perceived value, perceived relevance, and application of Earth science content), and pre-instruction knowledge were all identified as significant pathways contributing to post-instruction knowledge. Output statistics confirmed that the model is both viable and trustworthy and indicated that it explained 34.4% of the variance. Lastly, iterative qualitative content analysis of student written responses during the intervention revealed elements of TE with respect to perceived value, perceived relevance and application of Earth science content confirming that the intervention was transformative. This work integrated knowledge from two disciplines--geoscience and education--to present an instructional model designed to support student interest, self-efficacy, TE, and knowledge. Results have implications for science teaching and learning, specifically that contextualizing science is an effective pedagogy. Additionally, embedding both science content and scientific practices in current socio-scientific issues, including issues of environmental injustice, supports knowledge gains, positive shifts in student perception of Earth science content as relevant, valuable, and useful for problem solving; and positive shifts in student application of science content to their lives outside of the classroom context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2019
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13426158
Accession Number: ED601423
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED601423
AccessLevel: 3
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Towards a Geoscience Pedagogy: A Socio-Cognitive Model
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burrell%2C+Shondricka+J%2E%22">Burrell, Shondricka J.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2019Ph.D. Dissertation, Temple University.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 216
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Dissertations/Theses - Doctoral Dissertations
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Earth+Science%22">Earth Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Careers%22">Science Careers</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Exploration%22">Career Exploration</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Interests%22">Science Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Science+and+Society%22">Science and Society</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Water+Quality%22">Water Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students attending schools in poor and historically marginalized communities lack access to curricula that combines both relevant science content and investigative practices--components the National Research Council (2012) has identified as necessary for effective learning. This lack of curricular access is also problematic in that it: (1) undermines student interest and value of the discipline; (2) fails to educate students about science issues relevant to their lived experience; and (3) hinders student preparation to convert science content into actionable knowledge (Basu & Barton, 2007; Buxton, 2010; Brkich, 2014). I have designed a pedagogical model for geoscience learning as an attempt to address this educational opportunity gap. Geoscience as a content area is particularly important because students attending schools in poor and historically marginalized communities are more likely to be exposed to poor indoor and outdoor air quality (Pastor, Morello-Frosch & Sadd, 2006), have access to poor quality drinking water (Balazs, Morello-Frosch, Hubbard, & Ray, 2011; Balazs & Ray, 2014), and attend schools located near or on brown fields (areas of high exposure to environmental hazards) (Pastor, Sadd & Morello-Frosch, 2004). Given an overall concern for environmental justice (Pais, Crowder & Downey, 2014) and more specific concerns about recent cases of water quality in Flint, Michigan (BBC, 2016) and the greater Philadelphia area (Milman & Glenza, 2016; Rumpler & Schlegel, 2017), the topic of water quality has curricular relevance and potential to engage students in learning geoscience. Based on the pedagogical model, I designed both a water-quality themed transformative learning experience (intervention), and a comparison experience focused on exploration of geoscience careers. Each experience consisted of activities totaling 220 minutes of instruction that can be completed within 5--6 traditional class periods. I applied a mixed methods approach to examine the student generated data from both experiences. First, I used quantitative analyses to test the efficacy of the model with respect to pre to post and delayed post instructional shifts in interest; self-efficacy; and perceived value, perceived relevance, and application of Earth science content. Secondly, I examined between group comparisons on each measure. Results of repeated measures ANOVA indicated statistically significant and meaningful shifts in knowledge for those students in the intervention group, F(1, 159) = 7.34 p = 0.007 n[superscript 2] = 0.044 (small effect size). Though the analysis did not detect statistically significant gains in interest, results revealed statistically significant and meaningful shifts in perceived value, perceived relevance, and application of Earth science content over time by grade for both the intervention and comparison groups, F(2, 155) = 7.13 p = 0.001 n[superscript 2] = 0.84 (large effect size; Tabachnick & Fidell, 2013). I confirmed these results using structural equation modeling (SEM) and path analysis. I also applied SEM and path analysis to the student generated data in order to test the theoretical soundness of the model. Interest, Transformative Experience (or TE, is operationalized as perceived value, perceived relevance, and application of Earth science content), and pre-instruction knowledge were all identified as significant pathways contributing to post-instruction knowledge. Output statistics confirmed that the model is both viable and trustworthy and indicated that it explained 34.4% of the variance. Lastly, iterative qualitative content analysis of student written responses during the intervention revealed elements of TE with respect to perceived value, perceived relevance and application of Earth science content confirming that the intervention was transformative. This work integrated knowledge from two disciplines--geoscience and education--to present an instructional model designed to support student interest, self-efficacy, TE, and knowledge. Results have implications for science teaching and learning, specifically that contextualizing science is an effective pedagogy. Additionally, embedding both science content and scientific practices in current socio-scientific issues, including issues of environmental injustice, supports knowledge gains, positive shifts in student perception of Earth science content as relevant, valuable, and useful for problem solving; and positive shifts in student application of science content to their lives outside of the classroom context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13426158" linkWindow="_blank">http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13426158</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED601423
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED601423
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 216
    Subjects:
      – SubjectFull: Earth Science
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Transformative Learning
        Type: general
      – SubjectFull: Science Careers
        Type: general
      – SubjectFull: Career Exploration
        Type: general
      – SubjectFull: Science Interests
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Relevance (Education)
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Science and Society
        Type: general
      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Justice
        Type: general
      – SubjectFull: Water Quality
        Type: general
      – SubjectFull: Low Income Students
        Type: general
    Titles:
      – TitleFull: Towards a Geoscience Pedagogy: A Socio-Cognitive Model
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burrell, Shondricka J.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2019
          Titles:
            – TitleFull: ProQuest LLC
              Type: main
ResultId 1