Micro Pedagogies

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  • Title: Micro Pedagogies: Implementing a Micro-Spiral Science Curriculum for Middle School Girls and Boys
  • Author(s): Edith G. Davis
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Science in Society
  • Journal Title: The International Journal of Science in Society
  • Keywords: Middle School, Physics
  • Volume: 8
  • Issue: 2
  • Year: 2016
  • ISSN: 1836-6236 (Print)
  • ISSN: 1836-6244 (Online)
  • DOI: https://doi.org/10.18848/1836-6236/CGP/v08i02/1-13
  • Citation: Davis, Edith G.. 2016. "Micro Pedagogies: Implementing a Micro-Spiral Science Curriculum for Middle School Girls and Boys." The International Journal of Science in Society 8 (2): 1-13. doi:10.18848/1836-6236/CGP/v08i02/1-13.
  • Extent: 13 pages

Abstract

The science curricula in the nation’s middle schools have been considered one of the weaker links to the advancement of a scientifically literate society. Science education and scientific literacy are essential to the success of the nation. A scientifically literate nation can help assure a free and democratic society, an economically viable society, and a healthy society. The purpose of the complete study was to compare the effectiveness of using an experimental spiral physics curriculum and a traditional linear curriculum with sixth graders only; seventh and eighth graders were dropped in the complete study. The study also surveyed students’ parents, teachers, and principals about students’ academic history and background as well as identified resilient children’s attributes for academic success. Both the experimental spiral physics curriculum and the traditional linear physics curriculum increased physics achievement; however, there was statistically significant difference in effectiveness of teaching experimental spiral physics curriculum in the sixth grade girls compared to the traditional linear physics curriculum. It is important to note that the majority of the subgroups studied did show statistically significant differences in effectiveness for the experimental spiral physics curriculum compared to the traditional linear physics curriculum.