Action Research

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by DNNorth
Last updated 7 years ago

Discipline:
Resources & Tools
Subject:
Finished Assignment Examples
Grade:
12

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Action Research

During my sixteen week internship, I conducted an Action Research project to explore if advanced organizers promote critical thinking skills in the social studies classroom. The research was conducted in a Maryland public school, Advanced Placement U.S. History class consisting of both 11th and 12th grade students. Prior to my internship, I had conducted research based on peer-reviewed literature. Based on research by J. Heinz-Fry (1990), those students who used concept mapping as part of their learning routine had higher mean scores (Heinz-Fry, 1990). I sought to see if advanced organizers or thinking maps assisted in developing higher order or critical thinking skills in students.The methodology I utilized for conducting research involved the student's unit assessments. Advanced organizers were incorporated into the assessment to promote prior knowledge from previous reading and content instruction. During the length of the research, students were given three assessments containing specific advanced organizers that coordinated with the Document Based Question (DBQ) on the assessment.As part of the assessment, students were to complete the advanced organizer prior to the critical thinking aspect of the assessment. This is to promote recall of content prior to the written critical thinking assignment of the exam. Student data was recorded after the assessment was graded. Average scores on the advanced organizer were compared to average scores on the critical thinking aspect of the assessment. Additionally, the top three scores were compared to the bottom three scores for each assessment.Those students who used concept mapping as part of their learning routine had higher mean scores

Do Advanced Organizers promote Critical Thinking Skills in the Social Studies Classroom?

QuantitativeBenchmark Data

Put Data Here: Donna North

Description of Research methodology

Assessment 1: Double Bubble thinking map for students to compare and contrast the similarities and differences of Jamestown settlers vs. New England Puritan colonies.Students were given a Double-bubble blank template in which they were to recall their prior knowledge to compare similarities and differences. Students were given points for accuracy and completeness of the advanced organizerTotal Points for the Exam: 60Advanced Organizer: 9Critical Thinking Exercize: 18Assessment 2:A Word Sort organizer was created for students to group similair terms and concepts pertaining to Revolutionary American thought and identity. Students were to group terms according to their similairties or relationship to one another. Thus, developing a sense of how to group events and people in the Revolutionary era in order to develop topics for the essay aspect of the assessment Total Point for the Exam: 60Advanced Organizer: 9Critical Thinking Exercize: 18Assessment 3:The advanced organizer consists of a chart in which students were to organize terms into categories depending on the presidential administration and if the vocabulary or concept is considered a strict or loose interpretation of the U.S. Constitution. This was designed to help students distinguish between political decisions and interpretations during the Jeffersonian era and translate the information from the organizer into the essay.Total Points for the Exam: 60Advanced Organizer: 9Critical Thinking Exercize: 36

Qualitative Data AnalysisAssessment 1:Assessment 2:Assessment 3:

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