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Teachers Science Understanding and Use of Instructional Strategies Within the 4 x 4 Block Schedule Kurt Grosshans Virginia Polytechnic Institute and State University Doctor of Education Curriculum and Instruction Dissertation submitted to: George Glasson, Co-Chair Peter Doolittle, Co-Chair Susan G. Magliaro Penny Burge Brenda Brand May 1st, 2006 Blacksburg, Virginia. Teacher beliefs, strategies, 4 x 4 block scheduling, science education. Science Teachers Understanding and Use of Instructional Strategies Within the 4 x 4 Block Schedule Kurt Grosshans Abstract The primary purpose of this researcher was to investigate how science teachers engage students under the 4 x 4 block schedule and how the teachers understanding of how they use instructional strategies influenced their lessons. As an inquiry-based approach has been adopted by the National Science Standards, research has suggested that block scheduling provides more time for teachers to incorporate varied strategies such as inquiry-based and cooperative learning teaching which have philosophical roots in a social constructivist philosophy. This research investigated the questions: What instructional strategies do science teachers use to engage students on the 4 x 4 block schedule? How do science teachers understand their use of instructional strategies? The methodology was qualitative in nature and involved a multiple case study of three high school science teachers at a large rural county high school. Data sources included pre-observation interviews, classroom observations, post-observation interviews, and the collection of documents and artifacts such as lesson plans, student hand-outs, worksheets, laboratory exercises, homework and other document(s) the teacher used to prepare for or implement a lesson. The evidence observed in this study, suggests that the strategies used by these three science teachers remain mostly didactic in nature. Although the teachers reported in the interview phase of this research that they use a wide variety of strategies, what was observed within the 4 x 4 block structure was the use of different didactic strategies, not different holistic strategies. Although the teachers were aware of more holistic strategies such as inquiry-based and cooperative learning, they were not adopted nor adapted within the lesson. The three teachers used strategies that were consistent with their scientific realist views concerning the nature of science. These scientific realist philosophies are antithetical to a social constructivist approach to teaching and learning, which is what the National Research Council suggests science teachers adopt. iii This dissertation is dedicated to those whom I hold close. First, and with gratitude that is beyond expression, my wife Karin and my two sons, Christian and Casey. You will always inspire me. To my dad, the ultimate educator and mentor. To my mom who supported me and kept me going, to my in-laws John and Lorraine Dunn for helping at every turn, and finally to George N. Porterfield for the time and space to not only try new things within the classroom, but to complete this degree. iv I would like to acknowledge the incredible support and help of my two Co-Chairs, Dr. Glasson and Dr. Doolittle. It s appropriate that my defense is on May 1 st, Mayday, a term used by pilots before they crash and burn. You two have been my parachute. v TABLE OF CONTENTS ABSTRACT INTRODUCTION 1 Rationale for the Study The connection between teaching strategies and time National Standards Accountability Limitations Conceptual Framework Summary Research Questions LITERATURE REVIEW The Constructivist Landscape Tenets of constructivism The development of the constructivist epistemology Cognitive constructivist epistemology Cognitive constructivist pedagogy Radical constructivist epistemology Radical constructivist pedagogy Social constructivist epistemology Social constructivist pedagogy Connecting radical and social constructivism Constructivist cautions Summary of constructivism Implications the for study Block Scheduling Block scheduling and academic achievement Block scheduling and perception Summary of block scheduling Implications for the study Science Education National science standards and epistemology Conceptual change theory Inquiry-based learning The nature of science Science and beliefs about learning Teaching strategies in science education Summary of science education Implications for the study 3 3 4 5 6 7 8 9 10 11 11 14 16 16 18 19 21 23 23 26 27 28 29 34 35 37 39 40 40 41 43 44 47 50 54 55 vi Teacher Beliefs Factors that influence the beliefs of teachers Teachers beliefs about learning Implications for the study Chapter 2 summary METHODOLOGY Purpose of the Study Overview of the Research What the research will show Why the research is important How the research will be conducted What the analysis of the data will show Research Design Qualitative methods Open-ended interviews Types of interview questions: Pre-observation Types of interview questions: Post-observation Participant observation Field notes and observation records Document collection The Setting Defining the multiple case study Data Collection and Analysis Data collecting Conflicting data Data analysis Coding Themes Summary Role of the Researcher Informed Consent Procedures Projected Time Frame RESULTS Introduction Case Studies Carl Introduction Teaching and Learning Strategies in Block Scheduling Day one Day two 57 57 60 62 63 65 65 66 66 66 68 68 69 69 70 71 72 73 74 75 75 76 77 80 83 83 84 86 87 87 88 89 91 91 92 93 93 93 93 94 vii Day three Day four Day five Teacher Beliefs About Teaching and Learning Visualizing and imprinting Interactions Independent learning and the Eureka effect Searching computer banks Influences on Teaching and Learning Block scheduling Military experience End-Of-Course SOL exams Summary of Carl Rob Introduction Teaching and Learning Strategies in Block Scheduling Day one Day two Day three Day four Day five Teacher Beliefs About Teaching and Learning Independent learning Controlled input-output Interactions Influences on Teaching and Learning Textbook End-Of-Course SOL exam Level of course Block scheduling Summary of Rob Greg Introduction Teaching and Learning Strategies in Block Scheduling Day one Day two Day three Day four Teacher Beliefs About Teaching and Learning Collaborative learning Making connections Open structure Influences on Teaching and Learning Experiences as a student Military background End-Of-Course SOL exam 96 97 98 99 100 101 102 104 106 106 109 109 111 112 112 113 113 116 116 117 117 118 118 119 120 122 122 124 125 126 129 130 130 131 132 133 133 133 134 134 135 136 137 137 138 138 viii Block scheduling Summary of Greg ANALYSIS Introduction Connection With the Literature Beliefs about teaching and learning Constructivism in science education Science vs science education Block scheduling and science education Observed teaching and learning strategies SOL and End-Of-Course exams The academic level of the students The textbook CONCLUSIONS Synthesis of findings Implications Recommendations Teacher education programs Experienced teachers REFERENCES Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I TABLES Table 1 The four tenets of constructivism Table 2 Relational delineation of philosophical tenets Table 3 Applications of key radical constructivist principles Table 4 Traditional school day and alternative school day schedules Table 5 Frequency of instructional strategies used by teachers Table 6 Quantitative and qualitative criteria for assessing research Table 7 Research questions in relation to interview questions Table 8 Research questions in relation to observations Table 9 Types of codes used during the interview and observation phase 138 139 141 141 141 141 142 144 145 146 147 150 150 158 158 151 154 154 155 162 175 178 182 184 187 189 191 194 197 14 17 21 31 54 78 79 80 81 ix FIGURES Figure 1 The conceptual framework connecting teaching strategies, belief structures, and block scheduling 8 x

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