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ASHLEY MAYNARD SCIENCE SPECIALIZATION UNIVERSITY OF MARY WASHINGTON Do teacher read alouds promote understanding and interest of science concepts in first.

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Presentation on theme: "ASHLEY MAYNARD SCIENCE SPECIALIZATION UNIVERSITY OF MARY WASHINGTON Do teacher read alouds promote understanding and interest of science concepts in first."— Presentation transcript:

1 ASHLEY MAYNARD SCIENCE SPECIALIZATION UNIVERSITY OF MARY WASHINGTON Do teacher read alouds promote understanding and interest of science concepts in first grade students?

2 Introduction The purpose of this research was to determine if a teacher read aloud is an effective way to increase understanding and interest in science concepts. By using fun books to introduce science concepts, I hoped to grab the students’ attention and get them engaged in learning about a new science topic. I chose to use age appropriate informational books for these read alouds in the hopes that more complex science concepts would be explained in an easy, relatable way.

3 What is a read aloud? According to The Elementary Science Integration Projects, “a read aloud is a planned oral reading of a book or print excerpt, usually related to a theme or topic of study.” (The Elementary Science Integration Projects, 2011)

4 Methodology Participants: 10 students picked at random from a 1 st grade class of 19 students Students ranged in age from 6-7 at time of study Have experience with read alouds, but not when specifically related to a content area Gender, race, and other identifying characteristics were not important to the study

5 Methodology Materials: All Around the Seasons by Barney Saltzberg, Why Do Bears Sleep All Winter? A Book about Hibernation by Mary Englar, and Why Do Geese Fly South in Winter? A Book about Migration by Kathy Allen

6 Methodology Procedure: Week 1 (2 days) Day 1: Pre-test, read aloud, post-test Day 2: Illustration Week 2 (2 days) Day 1: Pre-test, read aloud, post-test Day 2: Illustration Week 3 (2 days) Day 1: Pre-test, read aloud, post test Day 2: Illustration and individual interviews

7 Results Students gained knowledge of new science concepts overall. Prior knowledge and personal experience affected results negatively. Results became stronger with each data collection.

8 Results-1 st Set of Questions 10 students received full credit in pre-test 9 students received full credit in post-test

9 Results-2 nd Set of Questions 2 students received full credit in pre-test 5 students received full credit in post-test with 6/10 students having an increased post-test score

10 Results-3 rd Set of Questions 1 student received full credit in pre-test and 7/10 students received NO credit 7 students received full credit in post-test and 9/10 students had improved scores in post test

11 Why do you think animals might hibernate?  “Because if there is something it doesn’t like or if it’s scared.”  “I don’t know, I just know they hibernate.” Why do you think animals might migrate?  “I don’t know.”  “Because they don’t get cold because they have a lot of fur.” Examples of student answers before the read aloud

12 “Because it is too cold and they would get no food, so they eat food and store fat to sleep all winter.” “ Because they are going to their other habitat that is warmer.”

13 Results Students as a whole reported enjoying the read alouds but had issues with the selected books. “They were cool.” “They were fun! They were my favorite part of the day. Well, except for recess.” “Sometimes. I was bored some though.” “The books were so long!”

14 Conclusions Read alouds have the capability to improve a student’s understanding of new science concepts. Read alouds can make science more engaging and interesting. Future research looking at read alouds in other content areas could be beneficial.

15 Questions?

16 References Brassell, D. (2007). Inspiring young scientists with great books. The Reading Teacher, 60(4), 336-342. Braun, P. (2010). Taking the time to read aloud. Science Scope, 34(2), 45-49. Delo, L. (2008). Reading aloud: Integrating science and literature for all students. The Science Teacher, 75(5), 33-37. Department of Education. (2011) Read alouds. The Elementary Science Integration Projects. Retrieved from www.esiponline.org.www.esiponline.org Heisey, N., & Kucan, L. (2010). Introducing science concepts to primary students through read-alouds: Interactions and multiple texts make the difference. The Reading Teacher, 63(8), 666-676. McCormick, M.K., & McTigue, E.M. (2011). Teacher read-alouds make science come alive. Science Scope, 34(5), 45-49. Millares, M.D. (2012). Attention span in the 5-to-7 year old music student. American Music Teacher, 61(5), 20-24.


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