Effects of Ambitious Science Teaching Pedagogy on Building a Positive Classroom Community
Open Access
Author:
Schmitt, Kaylie
Area of Honors:
Secondary Education
Degree:
Bachelor of Science
Document Type:
Thesis
Thesis Supervisors:
Scott P Mcdonald, Thesis Supervisor Scott P Mcdonald, Thesis Honors Advisor Debbie A Brooks, Faculty Reader
Keywords:
Classroom Community Ambitious Science Teaching Phenomena-Based Learning Middle School
Abstract:
Ambitious Science Teaching (AST) supports positive classroom community. AST is an inquiry-based pedagogy that used phenomena and the concept of the scientific methods for students to understand science concepts. AST focuses on equity, student-led learning, and discussion-based rather than lecture-based lessons. An example of AST was observed through a middle school 6th grade science classroom during an eight-week timespan. This school has been using AST at the middle school science classrooms for years. The observations covered one whole AST unit in which the phenomena of focus was Acorn to Oak. The observations from the AST classroom were then categorized into the 3 aspects of positive classroom community: mutual accountability, shared concepts created by the class, and diverse engagement. Positive classroom community allows for students to be comfortable sharing ideas while discussing and improving explanations of science concepts. This thesis investigates the possible connection of AST and positive classroom community.
