Hands-on manipulative use in science instruction

<p>This study tested the use of physical manipulatives during science instruction – in conjunction with the traditional, textbook-oriented approach – and determines whether manipulatives create more significant learning experiences than text generates alone. The subject sample consisted of 20 third-grade students from a suburban New Jersey elementary school classroom. All subjects functioned at least on a third-grade level in all subjects with the exception of three students, who participated in the Talented and Gifted Program. Subjects from the experimental group and the control group completed a science content pretest of thirteen open-ended cognition questions. Both groups completed assigned activities, and subjects completed a science content posttest identical to the pretest. Tests of significance were used to analyze data, and the conclusions of the study indicate that the research findings were not significant enough to be applied to larger populations of students.</p>

Name thesis:degree_name

M.S. in Teaching

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2003

Author dc:creator

• Domenico, Bianca Lee

Contributors dc:contributor

• Robinson, Randall

• Science--Study and teaching (Primary); Third grade (Education)
• Elementary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/1288

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2288