How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model

Maria P. Gomez- Arizaga; A. Kadir Bahar; C. June Maker; Robert Zimmerman; Randal Pease

doi:10.12973/eurasia.2016.1209a

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Maria P. Gomez- Arizaga ¹ ^* , A. Kadir Bahar ², C. June Maker ³, Robert Zimmerman ³, Randal Pease ³

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¹ Universidad de los Andes, CHILE² Bahçeşehir University, TURKEY³ The University of Arizona, USA^* Corresponding Author

Abstract

In this qualitative study the researchers explored children’s perceptions of their participation in a science class in which an elementary science curriculum, the Full Option Science System (FOSS), was combined with an innovative teaching model, Real Engagement in Active Problem Solving (REAPS). The children were capable of articulating views about their learning experiences during science classes. Meaningful experiences with deep levels of engagement were those that involved hands-on activities, such as experiments, provided by the FOSS curriculum; and problem-solving and model building, which were components of the REAPS model. Students’ perceptions demonstrated in their drawings were similar to their interviews, which were evidence of their meaningful science learning experiences. Incorporating students’ voices, as a type of feedback for teaching and learning, is important for teachers and practitioners; innovative pedagogical models contribute to meaningful and long-lasting science learning.

Keywords

REAPS model
students’ voices
science learning
science teaching
teaching models
creative problem solving

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 3, March 2016, 431-455

https://doi.org/10.12973/eurasia.2016.1209a

Publication date: 17 Jun 2016

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How to cite this article

APA

Arizaga, M. P. G., Bahar, A. K., Maker, C. J., Zimmerman, R., & Pease, R. (2016). How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 431-455. https://doi.org/10.12973/eurasia.2016.1209a

Vancouver

Arizaga MPG, Bahar AK, Maker CJ, Zimmerman R, Pease R. How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model. EURASIA J Math Sci Tech Ed. 2016;12(3):431-55. https://doi.org/10.12973/eurasia.2016.1209a

AMA

Arizaga MPG, Bahar AK, Maker CJ, Zimmerman R, Pease R. How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model. EURASIA J Math Sci Tech Ed. 2016;12(3), 431-455. https://doi.org/10.12973/eurasia.2016.1209a

Chicago

Arizaga, Maria P. Gomez-, A. Kadir Bahar, C. June Maker, Robert Zimmerman, and Randal Pease. "How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 3 (2016): 431-455. https://doi.org/10.12973/eurasia.2016.1209a

Harvard

Arizaga, M. P. G., Bahar, A. K., Maker, C. J., Zimmerman, R., and Pease, R. (2016). How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), pp. 431-455. https://doi.org/10.12973/eurasia.2016.1209a

MLA

Arizaga, Maria P. Gomez- et al. "How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 3, 2016, pp. 431-455. https://doi.org/10.12973/eurasia.2016.1209a