A Random Sampling Of Graduate Students^ CritiquesOf A Method of Instruction Using Doctoral

Dissertation Abstracts In ElementaryScience Education

Donald A. Vannan*Professor of Education, State College, Bloomsburg, Pennsylvania^1^815

Working and learning with teachers-in-sefvice in a/ graduate levdprogram in elementary science is an exciting and rewarding experi-ence. These teachers are usually tired after a long day of teaching, butmanage somehow to travel some distance to learn more about whatis happening in the ever-changing field of elementary sciente educa-tion, and to share ideas and techniques with colleagues. !

The instructor of such a course is defeating the purpose of thecourse if he merely lectures and shows films and plays tape recordings.What must be an integral part of such a course is researching the field,a chore which most elementary teachers with their other subjects toread about and teach do not have sufficient time to undertake. Get-ting the educators into the library is essential in a graduate levelcourse.With this point in mind, let us find out what teachers-in-service

think about using the research generated by doctoral candidates inthe field of elementary science specialization. Their comments shouldprove valuable guides to professors teaching graduate level coursesnot only in science but in other methodology fields, too.To begin with, 112 graduate students taking the course "Current

Practices In Elementary Science"1 over the past five years were eachassigned a number. Using a table of random numbers, and dropping apencil point on a starting point, identified the list of 18 studentswhose critiques are included in this article. Of the sample population,6 were males and 12 were females, roughly the proportion usuallyentering the course each semester in which it is taught. In order forthe reader to gain a bit more insight into each critique, each one isidentified as "male" or "female;" no teacher in the sample had lessthan two years of teaching experience in elementary schools. Nonewere teachers from the secondary level seeking elementary certifica-tion, and none of the critiques became a part of the course grade.

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. I can honestly say that this assignment had great v^lue. First, may* Editor, The Pennsylvania Clearinghouse On Methodology In Elementary Science, published at Sloomsburg

State College, Bloomsburg, Pennsylvania, April oil each year.’ ’’ f ’’.’-..’’:’’ ’,’ f ’.,

i An elementary elective in a program leading to the M.Ed. in Elementary Education degree. \: ;: h r;

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Elementary Science Education 195

I say that this is the first graduate course I have taken at Blooms-burg. I did not know that such research publications2 existed. Duringmy four years of undergraduate work, I was never enlightened to thefact that doctoral dissertations were offered in the form of abstracts.Now that I am aware of their existence and have examined a few of

them, I must admit that they are excellent. They offer the teachermany new ideas which he could try in his own particular classroom sit-uation. Not only ideas, but methods, materials, and many otherclassroom activities are suggested.They not only furnish the teacher with ideas but moreover have in-

stilled in me an attitude. I will not be hasty to make a decision to usesomeone’s research, thinking it will give positive results. This exer-cise instilled in me the attitude of "test for yourself." Just becausesomething worked one time for one individual in a particular situa-tion does not mean it will be a ^cure-all" for similar situations. Eachteacher has his own unique system and situations and you must firsttest the findings in light of your own situation to see whether they areacceptable.

FEMALEThis activity was a very meaningful experience. I learned of an

excellent resource which contains up-to-date research on science aswell as other subjects. Before doing this assignment, I was unawarethat the publication of abstracts even existed.Most of the studies I read were not all on my grade level; it would

have been more beneficial to me if they had been. However, I can usethe ideas gained from these studies and apply them to my grade level.During the school term it would be beneficial to go to this excellent

resource to see what types of programs are being conducted in otherschools and possibly try some of them in my classroom. By doing this,I could see how the results of my class compared with the results ofthe children used in the study.

MALEAfter reading several dissertation abstracts and after hearing sum-

maries of numerous other dissertation abstracts, I have come to theconclusion that these are quite valuable pieces of literature. Thestartling results of some of these abstracts have proven to me that atrained school teacher cannot always use common sense reasoning todecide whether or not a new teaching idea, method, etc., is betterthan the old conventional method.

Naturally, the findings of these writers cannot be accepted univer-

2 Doctoral Dissertations�University Microfilms, Ann Arbor, Michigan.

196 School Science and Mathematics

sally because of the many factors that vary between one school andanother. The purpose of these papers seems to be to motivateteachers to test new ideas in their own classrooms, or check the valuesof things they are already using. Also, there are many useful hints tobe found in these articles to aid the teacher in setting up a curriculum,developing sound teaching procedures, choosing proper methods andmaterials, etc.

In conclusion, I would like to relate that I feel the use of disserta-tion abstracts will be a part of my self-evaluation and curriculumevaluation which I will make from time to time throughout myteaching career.

FEMALEWhat I have learned by doing this research amounts to changes 1

may make next year in my teaching. With all my lessons I will beusing more questions, and guide the experiences of the childrenbetter. Also, I have learned that construction of projects is good,especially for the slow learner.

I have found that by looking to these dissertations a person can getnew ideas and find out how some traditional ideas hold up to the newideas. A person, if he wishes to try something new in his room, can goover these studies and find out if it has been tested, and the outcomes.However, this is just for information, because one study cannot proveanything for sure.Most of all, I have greater faith in the traditional classroom method

of teaching.MALE

In summary, I find that the important new ideas I gained fromthis research would be as follow:

(a) resource textbooks have been designed to aid the teacher in his sciencework and planning

(b) most children show more interest in ecology and conservation as comparedwith chemistry, health, biology, astronomy, etc. This shows they are con-cerned with their world.

(c) science units which are planned show greater interest for children andinterest gains . . . (schools) should make a unit study so teachers will notemphasize units previously learned in lower grades

(d) students, in general, can learn factual material as well when learning bythemselves as when taught by the teacher

(e) teachers should not make assumptions about what they believe childrenshould know

(f) I.Q. does not always indicate a child*s ability to do work of a "good" classi-fication

FEMALEI personally feel that the most significant discovery I have made

concerning doctoral abstracts is the fact that another good science

Elementary Science Education 197

source has been brought to my attention. I have found that there ismuch to be learned from this excellent resource.Some conclusions of the studies contradicted what I had thought

to be true. For example, in Dr. _____’s study there was no sig-nificant difference between classes taught with television when com-pared with those taught without television. This gives an indicationthat progress is not always necessarily good.In conclusion, I appreciate the opportunity to discover this added

source. For myself, I have found these studies, for the most part, tobe very interesting and enlightening, especially those dealing withthe primary grade levels.

MALEI feel this assignment has helped me a great deal in the areas of

using laboratory techniques and video tape in my classroom.Concerning the first area, laboratory techniques, the child is im-

mediately motivated by the experiment used and the equipment be-ing utilized. Video tape is another fine area to stir the child’s imagina-tion. If a child has the chance to visualize (a volcano eruption) in hismind afterwards, he will be able to remember it much better thanmight otherwise be expected.

FEMALEI have found that non-reading methods of testing are the only fair

ways to evaluate children who are classified as poor readers. Firstgraders are capable of going well beyond the basic concepts coveredin their textbooks. Also, students learn more when the responsibilityfor learning is put on them. There was one study I did not understandsufficiently to get any meaning out of it.3And finally, the "best" teacher is not necessarily the one with the

most experience and advanced training.

FEMALEI believe the over all significance of this research assignment was to

make us aware of present research being done in the field of elemen-tary science. Especially important were those facts in studies whichcontradicted the logically expected conclusion.

It is also important to note variables which alter the outcomes andthe procedures used by these men and women in the process of re-search.Another good aspect of the assignment was that it provided me

with some ideas for my master’s research paper and some areas I* A highly technical study dealing with reading and science which involved a lot of tests and higher level

statistical analyses.

198 School Science and Mathematics

might investigate in my own classroom. The ideas and methods weregood, too.

MALEThis assignment has pointed out to me many science techniques

and procedures which are not as effective as one would like to believe.The "common-sense" conclusions are no so common in research.From these studies and others in this course I would now questionthe value and findings of any new science program or idea. Beforethese studies were read and discussed in class, I would have un-doubtedly accepted almost any idea without a second thought aboutits merits. Perhaps when I get into curriculum planning, some ofthese studies we went over in class will have even more meaning forme.

FEMALEThis being my first graduate course, the doctoral abstracts re-

ported on in class were my first introduction to this realm of research.I am overwhelmend by the volumes and volumes of studies now

being done which can give teachers valuable new ideas and under-standings in teaching. Many of us are disilliusioned by the unexpectedresults of some of the studies. I believe that this is good, for this is theonly way that the effective theories and methods of new ideas and theoften downgraded traditional methods can be utilized in building aneffective program.

In addition, the awareness of these studies has given me a "can do"attitude. The motivation to begin research for my departmentalpaper so early in my graduate work is attributed to this class activity.

FEMALEI feel that the activity concerning the doctoral dissertation ab-

stracts was good. I experienced some difficulty however in under-standing some of those which I read. In general though, I becameaware of many findings that conflicted with the opinions expressedby many educators. In one of my readings it was found that, con-trary to popular belief, science achievement and attitude were notimproved using one of the modern teaching methods. However, itwas heartening to note that the "confidence" was increased.

It was interesting to find out that there were more kinds of studiescarried out than just the ones that stated clear objectives and find-ings. In general, I am glad to be aware of the abstracts as a possiblesource for research. They would be good in answering conflictingquestions that might arise concerning attitudes or methods that maypossibly have been covered by one of these studies.

Elementary Science Education 199

MALEThe one dissertation by _____ was especially interesting to

me because it made me consciously aware of something that Ihadn’t previously thought about. This is the fact that average andlow ability children do better by doing. Much must be done withconcrete forms. The reading free tests techniques were also interestingand will be applied by me in my classroom next September. Whydidn’t I think of that?

All in all, the dissertations were difficult but informative. I willneed that education research course more than ever, now.

FEMALEAs a beginning master’s degree candidate, the doctoral disserta-

tions were especially good in introducing me to this resource. As anundergrad I had not been introduced to this source and had neverworked with it. This gave me the needed push to become acquaintedwith and learn the use of the abstracts. The studies found, however,did not answer all of my questions. Instead, they asked many more.Often the results questioned common sense and in this respect en-couraged further research. These are studies, not established facts.Often the studies were relevant to education in general and not justscience education. Many of the findings were applicable to any gradelevel, too.

FEMALEThis is an excellent source for finding out what is being tried at

present in education, so this assignment was a good means of en-lightening me in this area of concentrated science for six weeks. Inmy opinion, I thought it was helpful in reading some studies that werenot concerned with the grade level I was teaching�sixth. At times webecome too involved with our own grade level and forget to readabout what others are doing. I thought we heard too many reports inclass concerning the dissertations. I would think that fewer would bebetter. Maybe we could present only five in class rather than seven.

FEMALEWhat is read is only as important as how much is learned from

one’s reading. Several of the studies were easy to read and gave obvi-ous conclusions, whereas the reverse is also true. In essence there issomething practical to be learned from each abstract. The extent towhich it is applied is up to the reader.

FEMALEBasically, the major findings of the studies which I looked at will

help me in the following ways:

200 School Science and Mathematics

(a) children from lower socio-econcymic areas can do as well as others in sciencein a non-verbal behavior test

(b) now I should teach and use more creative exercises in my science class�Iknow I will try the science notion story

(c) I will now question my state science guide and try to see ways in which itcan be improved

(d) children can learn information more easily by the use of advance organizers(e) I am going to teach more problem-solving abilities so that children are

better at identifying valid conclusions.

FEMALEFrom hearing and reporting on the various doctoral studies in

science education, Pve gained a better understanding of the researchbeing done in the field. There are limited areas in some research butthere are limitless opportunities for research. Of the studies I reportedon in class, I feel that Dr. _____’s study was most helpful to me.

CONCLUSIONSOne must certainly proceed with caution utilizing only the opinions

of 18 out of 112 graduate level students, but, with this in mind, thefollowing suggestions to other college instructors are proffered:

(1) some benefit seems to be forthcoming by using the dissertation abstractsin class

(2) it would be best if students could be required to have the educational re-search or advanced statistics course before having wide reading in theabstracts

(3) there appears to be an encouraging realization by the students (thoseabove and those to whom I have talked with personally) that "one studydoesn’t prove anything"

(4) some new ideas and techniques are learned(5) some impetus (limited) to get started in research may be started by this

activity(6) the realization of how the general fund of knowledge is increased and up-

dated is discovered(7) ideas for the graduate students personal study for the master’s degree are

discovered (term paper or theses ideas)

TEST FOR GENETIC DISORDERSA fetus with a genetic disorder can now be detected in time for the mother

to decide whether or not she wants to bear the child, claims Dr. Gloria Sarto ofthe University of Wisconsin-Madison. At a conference on "The Fetus and New-born in High Risk Pregnancy," Dr. Sarto said that by studying fluids obtainedfrom the amnion, the sac in which a fetus is immersed, doctors can now deter-mine a number of genetic disorders.

After an amniotic fluid sample is obtained, the cells are cultured in the lab-oratory. A diagnosis, however, may take up to six weeks."The best time to obtain an amniotic fluid sample is around the 14th week of

pregnancy," Dr. Sarto said. This allows ample time for a diagnosis, so that if thefetus is found to be abnormal, a mother can choose to end her pregnancy beforeshe is too far along."Sampling is a relatively simple procedure," Dr. Sarto explained. "The patient

can leave about 30 minutes after the sample is taken."