scholarly journals Imapacts of Hands-On Science Curriculum for Elementary School Students and Families Delivered on a Mobile Laboratory

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Amanda L. Jones ◽  
Alexander C. Chang ◽  
Rebecca A. Carter ◽  
William H. Roden
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Science Curriculum ◽  
Mobile Laboratory ◽  
School Students ◽  
Hands On

scholarly journals Elementary School Students’ Mental Models about Formation of Seasons: A Cross Sectional Study

2015 ◽  
Vol 5 (1) ◽  
pp. 7 ◽  
Author(s):  
Cumhur TURK ◽  
Huseyin KALKAN ◽  
Kasim KIROGLU ◽  
Nazan OCAK ISKELELI
Keyword(s):  
Elementary School ◽  
Mental Models ◽  
Elementary School Students ◽  
Quantitative Data ◽  
Learning By Doing ◽  
School Students ◽  
Cross Sectional ◽  
Black Sea Region ◽  
Physical Scale ◽  
Hands On

<p>The purpose of this study is to determine the mental models of elementary school students on seasons and to analyze how these models change in terms of grade levels. The study was conducted with 294 students (5<sup>th</sup>, 6<sup>th</sup>, 7<sup>th</sup> and 8<sup>th</sup> graders) studying in an elementary school of Turkey’s Black Sea Region. Qualitative and quantitative data collection methods were used in the study. The students first were asked 3 open ended questions (one of them was a drawing) in order to determine their mental models on seasons. Following this, the students took an achievement test on seasons that consisted of 4 multiple questions. Quantitative data were analyzed by SPSS 20.0 while the qualitative data were analyzed by the researchers by using content analysis technique. The results of the study showed that the students construct the formation of seasons in various ways in their minds. However, differently from the literature, the presence of some new mental models was found. For a full understanding of the seasons, the necessity of a set of pre-learnings has been recommended. It will be useful to design basic activities based on hands-on and learning by doing which will enable the most effective learning and to put this in the textbooks in the most suitable way. Additionally tangible physical-scale hands-on models, 3D simulation modeling and planetarium environment should be used in students’ education about formation of seasons.</p>

scholarly journals Back to scratch: hands‐on home cooking increases ethnic produce consumption among elementary school students from low‐income ethnically diverse families

2013 ◽  
Vol 27 (S1) ◽  
Author(s):  
Qiong Chen ◽  
Keiko Goto ◽  
Cindy Wolff ◽  
Stephanie Bianco‐Simeral ◽  
Kristin Gruneisen ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Low Income ◽  
Ethnically Diverse ◽  
School Students ◽  
Diverse Families ◽  
Hands On ◽  
Home Cooking

scholarly journals The Effects of Blended Learning on STEM Achievement of Elementary School Students

2019 ◽  
Vol 6 (1) ◽  
pp. 133 ◽  
Author(s):  
Steven J. Seage ◽  
Mehmet Türegün
Keyword(s):  
Elementary School ◽  
Blended Learning ◽  
Elementary School Students ◽  
Science Curriculum ◽  
Science Instruction ◽  
School Students ◽  
Low Socioeconomic ◽  
Science Technology ◽  
Stem Achievement ◽  
And Mathematics

Science, technology, engineering, and mathematics (STEM) programs serving students from low socioeconomic areas are understudied in the literature. More research studies need to be conducted to make informed instructional decisions for students who may be at a disadvantage compared to their peers from higher socioeconomic areas. The purpose of this research study was to determine the effects of traditional science instruction and blended learning on STEM achievement of elementary school students from low socioeconomic areas. Third, fourth and fifth grade students (N = 129) from a low-socioeconomic school were randomly assigned to receive traditional science instruction or a blended learning science curriculum approach. The science, technology, engineering, and mathematics (STEM) achievement scores were analyzed by conducting a one-way two-group Multiple Analysis of Variance (MANOVA) implemented in R statistical computing platform (R Core Team, 2018). The results indicated that the teaching method had a statistically significant effect on the linear combination of the science, technology, mathematics and engineering scores (F(4,124) = 80.27, p < .0001, Pillai’s Trace = .721, partial η2 = .721), in favor of the blended learning approach.

The Food Doctors: A pilot study to connect urban children and medical students using nutrition education

2018 ◽  
Vol 78 (4) ◽  
pp. 441-450
Author(s):  
Bryan Johnston ◽  
Ahmad El-Arabi ◽  
Krista Tuomela ◽  
David Nelson
Keyword(s):  
Elementary School ◽  
Pilot Study ◽  
Nutrition Education ◽  
Elementary School Students ◽  
Nutrition Knowledge ◽  
School Students ◽  
Pilot Programme ◽  
Hands On ◽  
The Usa ◽  
Partner Schools

Background: Children in the USA face increasing nutrition-related health risks, including obesity rates of 16.9% – a figure that has more than tripled over the past four decades. Nutrition education is beneficial to improve children’s health through obesity prevention and the promotion of healthy habits, and the elementary school years are a key time to implement health education interventions. Objective: To develop a medical student created and operated nutrition education intervention for urban underserved elementary school students. Design: The Food Doctors (TFD) programme is a hands-on, interactive, in-class nutrition education pilot initiative for elementary school students and adheres to the established tenets of effective in-class nutrition education whenever possible: (1) interactive hands-on curriculum, (2) use of culturally relevant topics and (3) the inclusion of effective evaluation techniques. Setting: Urban elementary school classrooms in Milwaukee, Wisconsin, USA. Method: A literature review and feedback from partner schools’ needs informed curriculum development. Institutional review board approval was sought and study materials prepared. The pilot programme was carried out at partner schools during class time. Results: A total of 83 students participated in the pilot study: 46 third-grade students and 37 fourth graders. Evaluation focused on assessing student baseline knowledge and exploring post-programme nutrition knowledge gains. Conclusion: TFD pilot programme demonstrated gaps in baseline nutrition knowledge among elementary school students and showed improved post-programme ability to correctly answer basic nutrition knowledge questions.

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