EdPsy 399
Issues & Developments in Educational Psychology: 
Learning and Classroom Management

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EdPsy 399 OL
Final Project Explanation
Todd Mickley

The science department at Lake Park high school currently has six regular classrooms and one central laboratory with a capacity to hold two classes each hour. With the increased emphasis on science reasoning and problem solving, the department is concerned that our current facility restricts our students from doing their best on the standardized tests. In addition, studies indicate that students generally have misconceptions about scientific concepts, which block the acquisition of the correct concepts. These same studies suggest that hands-on, inquiry-based activities are an effective way to dispel these misconceptions. The department believes extra lab space is needed to facilitate the activities that will address these concerns.

I have developed this presentation as a tool to help explain why and how the use of inquiry-based activities is essential to our student's increased success. To support our plan, I have referenced several topics that have been addressed in class. In the classroom example used in Situation 2 in the presentation, I apply Glasser's theories of discipline and motivation. In addition, I explain how students' naïve beliefs and misconceptions effect the ability of students to acquire new scientific knowledge. Finally, I point out the need to help students develop schemata to carry out the scientific process, as suggested by Bruning, et al.

Through the use of this presentation, I hope to persuade the audience (school board, community members, etc.) that we need to remodel our science department's classrooms and lab space. To increase the attention on the concepts covered in this class, I purposely left out the facts regarding the increased amount of classes and class sizes. I also did not mention the age of (25+ years) and the condition of our current lab furnishings.

Download/View presentation.

References:

Bower, James M. "Scientists and Science Education Reform: Myths, Methods and Madness." 13 Apr. 2001. Online. http://www.nas.edu/rise/backg2a.htm.

Bruning, Roger H., Gregory J. Schraw, and Royce R. Ronning. Cognitive Psychology and Instruction. Upper Saddle River, NJ: Prentice Hall, 1999.

Charles, C.M. Building Classroom Discipline. New York, NY: Addison Wesley Longman, Inc., 1999.

Christensen, Marvin. "Critical Issue: Providing Hands-On, Minds-On, and Authentic Learning Experiences in Science." 4 Apr. 2001. Online. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm.

"Interpretation and Discussion of Results: PRISMS Project." 13 Apr. 2001. Online. http://www.prisms.uni.edu/Effectiveness/interpretation.html.

Jones, Beau Fly. Quotation from article written by Marvin Christensen.

Lorsbach, Anthony and Tobin, Kenneth. "Constructivism as a Referent for Science Teaching." Research Matters ö to the Science Teacher. 23 Apr. 2001 Online. http://www.narst.org/research/constructivism.htm.

Neureither, Barbera. Quotation from article written by Marvin Christensen.

Pinrich, P.R., Marx, R.W., and Boyle, R.A. "Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors the process of conceptual change." Review of Educational Research. v63 n2 (Summer 1993): p167-99.

Tobin, K., D. J. Tippins, and A. Gallard. "Research on instructional strategies for teaching science." Handbook of Research on Science Teaching and Learning. Ed. D. L. Gabel, New York: MacMillan, 1994. 45-93.

Victor, David. Director of Curriculum and Instruction at Lake Park High School. Test scores and analysis handouts give during school improvement meeting on September 22, 1999.