The Implementation Of Place Based Learning Activities Affect Student Attitudes Toward Science And Science Instructional Methods

838 Words Aug 5th, 2014 4 Pages
The purpose of this study was to examine if the implementation of place-based learning activities affect student attitudes toward science and science instructional methods of 60 sixth-grade science students at Medina Valley Middle school in Castroville, Texas.
Global Learning and Observations to Benefit the Environment (GLOBE) program Since the late 90’s, science curricular reform efforts in the US and throughout the world have shifted science instruction away from traditional teaching methods toward inquiry-based learning. Inquiry is a broad term used to describe many different learning activities that utilize a constructivists approach to learning. In contrast with traditional teaching and learning models that focus on lecture and knowledge acquisition, inquiry’s emphasis is on the process of learning through the senses to develop deep understandings in authentic context. Inquiry-based learning is widely supported by research as an effective method of instruction. Lebuffe, (1994) states that “ children learn better when they can touch, feel, measure, manipulate, draw, make charts, record data and when they find answers for themselves rather than begin given the answer in a textbook or lecture”. According to Brickman, Gormally, Armstrong and Hallar, (2009) this type of learning is best accomplished by implementing place-based learning and other cooperative learning strategies that have various names such as, active learning, hands-on and minds- on learning,…

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