Teaching for Resiliency in Science Students Over the Years
Primary Researchers
Dr. Beverley Bailey, Faculty of Education, Brandon University; Dr. Shannon Gadbois, Faculty of Arts, Brandon University; Ms. Sandy Margetts, Faculty of Education, Brandon University
Description of proposed research
The intent of the study is to provide a classroom intervention (equipment and on-the-job professional development) with the same students over four middle years. Beginning with interviews and pre-tests of both the children and the teacher, the subject specialist will deliver a model lesson in science three times a year. A certified teacher will accompany her and follow up with weekly sessions in the school, continuing the mentoring process in the teaching and learning of science. The knowledge, skills and attitudes of teachers and students in regards to science will be assessed both pre and post. Students and teachers will maintain research journals as data for the study. Pre and post tests, interviews, observations, and field notes will also be used with both teachers and students to determine the factors in the teaching of science that may be more likely to produce resilient students. Risk factors will also be identified. Students will be tracked to determine if they remain in Science courses after Grade 10.
One year after the termination of the intervention in a particular classroom, the teacher will be interviewed and observed to determine changes in practice.
Follow-up research done a year later will determine the disposition of the students towards science at that time. At this time students' knowledge, skills and attitudes toward science will also be assessed.
