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Katie Chock

October 22, 2015


CURR 345
Research Project Proposal
Purpose
The implementation of NGSS has placed a greater emphasis on inquiry-based learning. As
an educator, my goal is to engage students to the best of my ability. As such, I am conducting
research to learn how to better engage students, pique interest in the subject matter, and encourage
and promote student learning.

Assumptions
-

Current lessons and teaching practices are not engaging

Demonstrations will further promote and encourage student engagement

Greater student engagement will lead to inquiry-based learning

Research Question:
-

What effect does exposure to teacher-lead science demonstrations have on student


engagement?

Subquestions
-

Will students want to look up answers to unanswered questions (after the demonstration is

over)
Will students like or appreciate science more when I present demonstrations?

Data collection
Data will be collected in three forms:
1. Personal (teacher) reflection
a. Personal reflection on current effective teaching strategies, incorporation of
technology, and willingness to participate will be included.
2. Video recording
a. Record levels of engagement. Currently document active participation, and
insightful questions students may have. I would then compare these results to the
data collected from the videos of engagement during the demonstration/science
simulation.
3. Student survey (pre and post demonstrations)
a. Students will answer a series of questions about their feelings towards science and
current classroom practices.
b. After the series of demonstrations, students will take the same survey.
Student survey questions:
Six questions will be multiple choice, and one question will have the students fill in the blank.
(Strongly disagree, disagree, agree, strongly agree, not applicable)
1.
2.
3.
4.
5.
6.
7.

I like science
I think what we are learning in school is interesting
I pay attention in class
I like how we incorporate technology into the science classroom
I participate regularly
Science is fun
My favorite thing about Ms. Chocks science class so far is __________.

Data Analysis
I plan to carefully watch videos of myself weekly. I will tally the amount of times students
are willing to participate in class discussions. I will calculate the percentage of students
participating based on the number of hands raised to participate and form an unbiased opinion on
current engagement levels.

Student surveys before and after my demonstration will also allow me to review the results
from a student perspective. The reflective survey should be indicative of any change in attitude
towards science/levels of participation.

Timeline
Mid- Late October
-

Finalize a list of science demonstrations from the Exploratorium snack shop

Late October
-

Begin teacher reflection- 1 entry per week


Students to complete survey
Video record students partaking in a variety of lessons- 1 entry per week
Tally/record percentage of participation and engagement

Early November
-

Incorporate 1-2 demonstrations per week


Continue teacher reflection- 1 entry per week
Continue to video record students partaking in a variety of lessons- 1 entry per week
Continue to tally/record percentage of participation and engagement

Late November
-

Students to re-take student survey


Conclude research
Analysis data

Extend
I foresee using this research quarterly. Student reflection is extremely powerful. I want the
students to have fun learning science. As a teacher, it is simple to get immersed by our subject
matter. We are so attached to our teaching strategies and curriculum that sometimes we forget
about the journey to the end goal. My trip to Puentes Farm (STEM III) helped me realize that part
of being an effective teacher is being able to impartially reflect on what is working and not

working the classroom. We may think a PBL (Project Based Learning), technology, or a direct
instruction lesson is effective, when in reality, students are not benefitting as much as we hope.
Quarterly reflection is necessary, and would be beneficial to incorporate into my teaching
practices.

Support
-

Professor, Sylvia Turner- Weekly meetings


Principal, Kat Bender
District science coach, Manny Moreno

Audience
-

Me, to inform my teaching


Peers
Administration
District employees