Running Head: RESEARCH PROJECT

Research Project
Katie Chock
December 5, 2015
CURR 345
Sylvia Turner, Ed.D.
Teacher College of San Joaquin

RESEARCH PROJECT

Purpose and Summary of Literature:

The implementation of the Next Generation Science Standards (NGSS, 2014), requires
teachers to place a greater emphasis on inquiry-based learning. As a middle school science
educator, my goal is to engage students with science material by making it as meaningful,
relatable, and relevant to them as possible. Researchers collect copious amounts of data on
implementing a variety of teaching strategies that effect student engagement for all grade levels.
As such, I am conducting research to learn about teacher-implemented strategies to best engage
students, pique their interest in the subject matter, and encourage and promote healthy, students
learning.
Firstly, many academics believe technology is a resource that teachers can use to boost
student achievement and engagement in science (Bender & Bull, 2013). According to Bender
and Bull (2013), science curriculum utilizing a wide span of technology mediums has academic
advantages. Prezi, Web-based Learning Tools (WBLT) and tools such as Inspiration and
Appleworks are all resources teachers can implement that will positively impact student
achievement (Bender & Bull, 2011; Cifuentes & Hsieh, 2001; Kay, 2011). Kays (2011) research
indicates that students have higher engagement levels and self-esteem regarding the use of
technology when learning science. Numerous websites have a primary focus to further reinforce
curricula, aid students through real-world applications, and display science phenomenon that
students would otherwise not be exposed to (Meots & Pedaste, 2014). When technology is
implemented appropriately, advantages to students include higher levels of engagement,
realizations, and the ability to re-watch video clips at their own pace (Molyneux & Godinbo,
2012). Finding ways to increase students achievement and engagement in science is an ongoing
focus for some teachers.

RESEARCH PROJECT

In addition to technology, data suggests that student- led discourse and inquiry can also
increase levels of engagement, attitude and academic success in the middle school science
classroom (Odom & Bell, 2015; Smart & Marshall, 2013). Students engagement in discourse
and content are dependent on the questioning level, complexity of questions, questioning
ecology, communication patterns, and classroom interactions (Smart & Marshall, 2013). Students
who care about the questions they ask, but struggle to find the answers, develop an ability to
problem solve and think critically (Meots, & Pedaste, 2014). Contrastingly, Odom & Bell
(2015) believe teacher-led direct instruction and watching teachers do experiments negate
students learning and their attitudes towards learning science. Students need to be involved,
participating, and in control of their learning (Odom & Bell, 2015).
Researchers agree, presenting students with relevant, real-world problems that interest
them is a vital factor that effects students motivation, engagement, and achievement (Harmer &
Cates, 2007; ONeill, 2010). Middle school students who are able to utilize the resources within
their environment, are more likely to be active participants in the science classroom and
recognize the relationship between the data and learning objectives in the lessons (McLaughlin,
2013). Furthermore, they learn better when the topics and assignments taught have a direct
correlation to their personal life (McLaughlin, 2013).
The purpose of my research is to test the effects of teacher-lead, inquiry-based science
demonstrations on student engagement and curiosity for science. According to many articles,
discourse, group work, technology, and real-world experiences all contribute to positive
increases in students interest in science. My goal is to validate an increase in student
engagement and become more interested in learning science, by incorporating science
demonstrations into my science classroom.

RESEARCH PROJECT

Central Research Question:

-

What effect does exposure to teacher-lead science demonstrations have on student

engagement?

Sub question:
-

Will inquiry-based science demonstrations enhance students interest towards science?

Teacher Action(s) and Methods:

The following information is in regards to student demographics, socio-economic
numbers, and gender data for Brookside School. Brookside is a K-8 school in the Lincoln
Unified School District. Additionally, Brookside School is the only school in the district that
does not fall under the Title 1 category. Only 26% of students are eligible for free/reduce lunch.
With regards to student ethnicity, the majority of the population at Brookside School is
either 36% White or 27% Hispanic/Latino. The next highest population is 18% Asian, and
smaller percentages of Filipino, African American, Pacific Islander, and American Indian.
Personally, the demographic for my class is 48% Asian Indian/Filipino/Laotian and other
Asian, 26% Mexican/Latino, 16% African American, 5% Samoan, and 5% White. Additionally,
10% of Brookside students are classified as English Language Learners, and 37% of the students
participating in the research are classified as English Language Learners (California School
Ratings: California, 2013).
At Brookside School, my classroom is room 509. On the map of the school, it is in the
back of the school, on the right hand side. It is the classroom adjacent to our daycare. Inside,
there are seven staggered science laboratory tables, with four to five science laboratory stools at
each table. There are three science laboratory tables towards the backside of the room, and I have
four laboratory tables towards the front end of the room. The metal stools at each table do not
have backings.

RESEARCH PROJECT

The front of my room contains two large white boards, and the back of the room has two,
yellow, science word walls. (One for each grade level) There are two doors on either side of the
classroom, in which students may exit or enter from. Additionally, there are three sinks for
students to utilize at their convenience.
One feature my classroom has are skylights. I am able to adjust the amount of light that
enters my classroom. I have wooden cabinets surrounding my classroom for storage space. My
desk is right in front of the two white boards. I have a projector in-between four of the desks.
That means there are two-laboratory tables on either side of the projector. My ELMO is to the
right of the projector.
Describe actions:
-

I performed 7 science demonstrations from the Exploratorium snack shop

I facilitated individual, small, and large group notice and wonder charts

Collection of Data from 3 sources for this Project:

This study included a mixed type, of both, qualitative and quantitative forms of data.
1. Pre and post- Personal (teacher) reflection- Qualitative data
a. Personal reflection on students feelings towards my teaching/teaching strategies,
incorporation of technology, and willingness to participate.
2. Video recording- Qualitative data
a. Record levels of engagement during the science demonstrations. View a video
clip of me teaching before the science demonstrations to evaluate levels of student
engagement prior to the science demonstrations. Compare those results to
behavior and engagement levels during the science demonstrations.
3. Pre and post student survey- Quantitative data
a. Students answer a series of questions about their feelings towards science and
current classroom practices.

RESEARCH PROJECT

Analysis of 3 Data Sources:

Pre-Observation from video recording:
-

Students in the main frame are constantly talking and laughing- they appeared to be offtask.

I redirect 6 times in 30 minutes.

I wait for students noise level to decrease 3 times in 30 minutes.

Students asked for clarifying instructions more than twice in this video clip.

My tone escalates when telling students they need to pay better attention when giving
instructions.

Post-Observation:
-

Throughout the 3 weeks of my Teacher Action Research, students asked daily if we were
completing a notice and wonder for the day.

Students consistently blurted out during the demonstration because they wanted to
participate or volunteer answers.

Students also naturally started having their own small-group discussions about the
demonstration presented to them at the time.

Students appeared very engaged with the science demonstration, and when contributing
answers to the notice and wonder discussions.

RESEARCH PROJECT
-

I encouraged the majority of students in my class to participate when I asked for students
to volunteer responses to the notice and wonders during whole-group discussions.

The extra credit for the quarter is having the students execute their own notice and
wonder from the Exploratorium website, and many shouted out in happiness. I received
a lot of Yes!

Video Recording- Qualitative data:

Below are charts representing students who were willing to volunteer answers,
percentage of students engaged, and the number of students who shouted out. Numbers of
students willing to volunteer answers, and the percentage of students engaged was based on the
people I could see in the frame. I recorded the amount of occurrences of students who shouted
out at any point in time during the science demonstrations, regardless if they were in the frame or
not. There is also a name and description of each science demonstration performed.
Friday, November 6, 2015- Balancing ball- Table 1.
This science demonstration involved a hairdryer and a ping-pong ball. The demonstration
had me put the ping-pong ball above the hairdryer while it was on.
Table 1: Balancing Ball
Number of students
willing to volunteer
answers

Percentage of students
engaged

2/8- notice and

wonder

6/9= 67%

Number of students
who shout out
- Unanimously a lot of
students shouted outtoo many to count

Comments heard
during video

I know whats
going to happen

RESEARCH PROJECT

Ooohh (majority
of students)

Monday, November 9, 2015- Water + 3 Taped Holes- Table 2.

This science demonstration involved a liter jug that had 3 holes (pencil sized) down the
middle of one side. (Equal-distance from each other) These pencil-sized holes were covered with
duct tape. I released the tape to see what would happen with the water.
Table 2: Water + 3 Taped Holes
Number of students
willing to volunteer
answers

Percentage of students
engaged

8/8=100%
7/8- notice

Number of students
who shout out

Comments heard
during video

- Unanimously a lot of
students shouted out- too many to count

Can I take a closer

look?

Thats awesome

Can you do it
again

4/8- wonder

6- questions
Tuesday, November 10, 2015- Balancing Stick- Table 3.
This science demonstration involved a meter stick and some play-dough. Instructions
were to balance the meter stick with your palm, add play- dough to the bottom of the meter stick,
and then flip it over, so the play-dough is now at the top of the stick.
Table 3: Balancing Stick

RESEARCH PROJECT
Number of students
willing to volunteer
answers

9
Percentage of students
engaged

Number of students
who shout out

10/11= 91%

9 students- shouted
out comments or
questions

3/11- opening
questions

Comments heard
during video

oooh

awesome

cool

5/8- notice

7/8- wonder
Thursday, November 12, 2015- Center of Gravity- Table 4.
This science demonstration involved a meter stick and some play-dough. Students were
curious about the balancing stick from the day before. This center of gravity snack was a
continuation of it. The demonstration required me to place the meter stick horizontally, and up
hold the meter stick two fingers on either side of the meter stick. Then, I slowly moved my
fingers towards the center of the meter stick to see what would happen.
Table 4: Center of Gravity
Number of students
willing to volunteer
answers

Percentage of students
engaged

Number of students
who shout out

9/12= 75%

7 students

Comments heard
during video
-

Ooh thats cool

Woah woah woah

Are you moving

your fingers?

4/12- notice

3/12- wonder

RESEARCH PROJECT

10

Monday, November 16, 2015- Sense of Taste- Table 5.

This science demonstration involved students and life savors. Students were instructed to
close their eyes and hold their noses to see if they could guess the life savor flavor without seeing
or smelling it.
Table 5: Sense of Taste
Number of students
willing to volunteer
answers

Percentage of students
engaged

8/12- notice

100%

7/12- wonder

Number of students
who shout out

Comments heard
during video

- Unanimously a lot of
students shouted outtoo many to count

Do we get to do it
again?

Can you play?

Can I have a new

one?

I like this one!

Wednesday, November 18, 2015- Condiment Diver- Table 6.

This science demonstration involved a transparent cup, transparent liter bottle, a ketchup
packet, a mustard package, and a mayonnaise packet. The demonstration tested the difference
between putting a condiment in a cup verses the liter bottle.
Table 6: Condiment Diver
Number of students
willing to volunteer
answers

Percentage of students
engaged

3/12- students raised

100%- then lost

Number of students
who shout out
6 students

Comments heard
during video
-

What if you do

RESEARCH PROJECT
their hands to talk

11
interest when it didnt
work

this?
-

Turn it upside
down

Tuesday, November 17, 2015- Klutz- Proof Density Column- Table 7.

This science demonstration involved a bottle, vegetable oil, dishwashing soap, hand soap,
water, and alcohol. I poured these liquids into a bottle to see the different layers the liquids
would make.
Table 7: Klutz- Proof Density Column
Number of students
willing to volunteer
answers

Percentage of students
engaged

12/15- through out

entire demonstration

13/15= 87%

Number of students
who shout out
- Unanimously a lot of students shouted outtoo many to count

Comments heard
during video
Why does it do
that?

Reactions to video observations:

-

Most engaging science demonstrations were the Water + 3 taped holes, Sense of
Taste, Balancing Stick, and Klutz-Proof Density Column.

On many occasions students shouted out to participate- faces and sounds demonstrated a
lot of excitement

RESEARCH PROJECT
-

12

Many students asked to participate in Sense of Taste science demonstration more than
once

Pre and post student survey:

Below is the distribution of answers among my 7th grade science students. (Period 3)
Eighteen students completed the pre survey, and nineteen students completed the post-survey.
One student was absent and did not take the pre-survey. I assigned a number (1-5) to each
response. A 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and a 5 = agree. Through
these numbers, I calculated the mean and standard deviation for each question.
Table 8: Pre-Survey Questions
Question

Mean Standard Deviation

1. I think what were learning in school is interesting

3.33

1.16

2. I like science.

3.06

1.05

3. I like how we incorporate technology into the science

classroom

4.28

.73

4. I pay attention in class

3.61

.77

5. I participate regularly

3.56

.90

6. Science is fun

3.28

.91

7. My favorite thing about Ms. Chocks science class so far is

-

My personality, enthusiasm, and style of teaching- 10 students

Science curriculum- 4 students

According to Table 8, students are mostly neutral with their feelings towards science. The

means for 5/6 questions, were around the 3 category. The only 4 category was students feelings

RESEARCH PROJECT

13

towards the use of technology in the classroom. Additionally, students like my personality,
enthusiasm for science, and teaching style most about the science classroom.
Table 9: Post- Survey Questions
Question

Mean Standard Deviation

1. I think what were learning in school is interesting

3.11

1.07

2. I like science.

2.95

1.39

3. I like how we incorporate technology into the science

classroom

4.21

.89

4. I pay attention in class

3.63

.74

5. I participate regularly

3.8

.69

6. Science is fun

2.95

1.10

7. My favorite thing about Ms. Chocks science class so far is

-

Notice/Wonders- 9 people

My personality/enthusiasm- 4 people

Overall, students perceptions of our science classroom did not significantly change compared to
the pre-survey (p > .40).
Discussion/Conclusions:
Research predicts that discourse, technology, and real-world connections to learning will
have a positive affect on students academic achievement and engagement levels. To answer my
first research question, according to tables 2-7, students displayed elevated levels of engagement.
My second research question targeted students interest towards science. The post-survey results

RESEARCH PROJECT

14

imply that students interest towards science was not elevated after the science demonstrations
compared to their initial levels of interest.

Conclusions based on data:

-

According to my pre-observation, students feeling toward their 7th grade (Life Science)
science material is not particularly exciting or interesting to them.

The pre-survey indicated that the majority (56%) of students liked my teaching style,
personality and enthusiasm best about science.

The post-teacher reflection indicated students looked forward to the science demonstrations.

The post-survey reflected that 47% of students liked the science demonstrations best about
my science class

There was not a significant change in survey questions 1-6 (pre/post survey)

Based on my observations, data collection, and reflections students maintained higher

engagement percentages when participating the science demonstrations.

My three data collections indicated the inquiry-based science demonstrations did not enhance
students interest towards science.

Reflections:

RESEARCH PROJECT

15

The most interesting part about teacher action research is the fact that you (the teacher)
are in control. You are testing the effects of your actions to see how it affects your classroom.
You are responsible and in control of bringing change to your own classroom. Of the articles I
read, there was always a slight increase with data collection (Bender & Bull, 2011; Kay, 2011;
Odom & Bell, 2015). Results were never in significant amounts. This tells me there multiple
ways to effectively engage students with regards to science. Teachers need to personally evaluate
different teaching styles and techniques to fully understand how bring change to their classroom.
Additionally, my research also reflected students love to see and participate in science
demonstrations. Students are interested in learning about science, when they are able to be active
learners in and outside the classroom. The science demonstrations we participated in were
engaging to the students.
My next step is to incorporate active participation and questioning into my curriculum
daily. Reading out of the book, completing worksheets, talking in small groups eventually
become mundane to students. My research shows they enjoy participating in science
demonstrations while practicing their inquiry-based learning skills.
REFERENCES
Bender, C., & Bull, P. H. (2011). Using prezi to motivate middle school. Journal On School
Educational Technology, 7(3), 10-21.
Cifuentes, L., & Hsieh, Y. J. (2004). Visualization for middle school students' engagement in
science learning. Journal Of Computers In Mathematics & Science Teaching, 23(2), 109137.

RESEARCH PROJECT

16

Kay, R. R. (2011). Examining the effectiveness of web-based learning tools in middle and
secondary school science classrooms. Interdisciplinary Journal Of E-Learning &
Learning Objects, 7, 359-374.
Harmer, A. J., & Cates, W. M. (2007). Designing for learner engagement in middle school
science: technology, inquiry, and the hierarchies of engagement. Computers In The
Schools, 24(1/2), 105-124. doi:10.1300/J025v24n01_08
Meots, M. M., & Pedaste, M. M. (2014). The role of general inquiry knowledge in enhancing
transformative inquiry process in a web-based learning environment. Journal Of Baltic
Science Education, 13(1), 19-31.
McLaughlin, C. C. (2013). Engaging middle school students in the analysis and interpretation of
real-world data. Science Scope, 37(3), 53-58.
Molyneux, P. P., & Godinho, S. S. (2012). "This is my thing!": Middle years students'
engagement and learning using digital resources. Australasian Journal Of Educational
Technology, 28(8), 1466-1486.
Odom, A. L., & Bell, C. A. (2015). Associations of middle school student science achievement
and attitudes about science with student-reported frequency of teacher lecture
demonstrations and student-centered learning. International Journal Of Environmental &
Science Education, 10(1), 87-98. doi:10.12973/ijese.2015.232a
O'Neill, T. B. (2010). Fostering spaces of student ownership in middle school science. Equity &
excellence in education, 43(1), 6-20. doi:10.1080/10665680903484909
Smart, J. J., & Marshall, J. M. (2013). Interactions between classroom discourse, teacher
questioning, and student cognitive engagement in middle school science. Journal Of
Science Teacher Education, 24(2), 249-267. doi:10.1007/s10972-012-9297-9

RESEARCH PROJECT
(2013) [California School Ratings: California]. Retrieved from http://schoolratings.com/school_details/39685696111462.html
Appendices:
Table 10: Student survey questions (Pre/Post):
Question
1. I think what were learning in school is interesting
2. I like science.
3. I like how we incorporate technology into the science classroom
4. I pay attention in class
5. I participate regularly
6. Science is fun
7. My favorite thing about Ms. Chocks science class so far is

17