Grant Activities
Toyota and MSP Mini-Grant Applications
Title of the study: The Influence of Integration of Physics Concepts into a Biology Course Concerning Physics Course Taking Patterns
El Dorado High School Socorro
Research area: Science
Purpose of the study and Research Design
After almost a half-century of math and science reforms, U. S. students’ performance on international math and science assessments is still diagnosed as poorer compared to the achievement of students from other well-developed, industrialized countries (International Association for the Evaluation of Educational Achievement, 1988; Lapointe, Askew, & Mead, 1992; Lapointe, Mead, & Phillip, 1989). A part of the problem associated with student achieving is the lack of exposure to science. It is not only quality of exposure to science that matters, but also its quantity, or the time students spend learning science. Science educators in this country express a great deal of concern about the fact that only 20 percent of the entire K-12 student population has any contact with physics throughout their education. This lack in “physics preparedness” implies a higher difficulty or complete inaccessibility to an array of science and technology oriented careers. An attempt will be made by this research group to attract students to enroll in physics classes through directed and focused plan of action.
The purpose of this research study will focus on determining the extent to which introduction of physics concepts in the 9th grade biology course impacts the rate of students’ subsequent enrollment in physics classes. Additionally, this study will address differences in students’ attitudes toward science, based on their middle school science experiences, and identify the preferable “teaching” stile to address students’ needs.
Methods of quantitative and qualitative data analyses will be employed to answer research questions. Specifically, science curiosity scale survey will be utilized to address the issue of students’ attitudes toward science. For determining the impact of intervention (physics concepts integrated with biology content), a contrast in physics course enrollment between the treatment and comparison group will be made.
The student enrollment will not be the only indicator of the impact of “intervention”, but the process itself. It is intention of this group to carefully document details and nature of physics concepts in the 9th grade biology course and by means of qualitative methods tap into students’ comprehension of these concepts and changes in attitudes toward physics.
Context for the study is “El Dorado High”
El Dorado High School is a new school in the Socorro district. The school is using a incremental approach to enrollment. This year the school houses 7th, 8th, and 9th graders. The next year the grade levels will be 8th, 9th and 10th, and so forth. This provides a perfect opportunity for the proposed study, allowing researchers to track groups of students as the curriculum expands to include physics.
The sample for the study will comprise 9th graders enrolled in biology class in the Spring of 2004. (n=150) Pertinent demographic data of the sample will be provided.
Timeline
| Issues/Questions |
Assessment Method/ Instrumentation |
Indicator(s) |
Time Line |
|
1. What is the extent to which introduction of physics concepts in the 9th grade biology course impacts the rate of students’ subsequent enrollment in physics classes. Ernesto Herrera | |
|
Analysis of pre and post course surveys | |
Number of students who intend to enroll in physics course from the treatment and comparison group |
Report prepared for the Summer of 2004 |
|
2. What is the effect of physics concepts integrated in the 9th grade biology on student attitudes toward physics. Rosa Harding | |
|
Surveys
Student Interviews
Classroom Observations | |
Students’ interest in physics concepts in the pilot biophysics course |
Report prepared for the Summer of 2004 |
| Jan. 2004 |
Feb. 2004 |
March 2004 |
April 2004 |
May 2004 |
June 2004 |
July 2004 |
|
Develop physics activities and align with State standards. |
Pre-test students.
Begin activities in biology classes |
Continue activities at El Dorado |
TAKS Month
Continue activities. |
Finish activities at and post-test students. |
Analyze data results from pre- and post-tests |
Write final report and prepare article for publication |
Budget
| Item |
Justification |
Amount Total |
| Food for Student Participants |
Motivational influence and reward for participation. |
$500 $500 |
| Materials and Supplies |
Field testing materials, microscopes, binoculars, tools for conducting and analyzing experiments, journals for data observation collection. Community newsletter materials, paper and copying expenses for communication and evaluation purposes and other materials as needed. |
$2,500 $2,500
TOTAL: $3,000 |
|