PPoorrttllaanndd SSttaattee UUnniivveerrssiittyy PPDDXXSScchhoollaarr Dissertations and Theses Dissertations and Theses Summer 8-27-2013 TThhiinnkkiinngg AAlloouudd iinn tthhee SScciieennccee CCllaassssrroooomm:: CCaann aa lliitteerraaccyy ssttrraatteeggyy iinnccrreeaassee ssttuuddeenntt lleeaarrnniinngg iinn sscciieennccee?? Lindsey Joan Mockel Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Biology Commons, Other Physical Sciences and Mathematics Commons, Science and Mathematics Education Commons, and the Secondary Education and Teaching Commons Let us know how access to this document benefits you. RReeccoommmmeennddeedd CCiittaattiioonn Mockel, Lindsey Joan, "Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science?" (2013). Dissertations and Theses. Paper 1420. https://doi.org/10.15760/etd.1419 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science? by Lindsey Joan Mockel A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Teaching in General Science Thesis Committee: Liza Finkel, Chair Michael Flower Melissa Potter Cary Sneider Portland State University 2013 © 2013 Lindsey Joan Mockel Abstract This research study investigated the effect of using the think aloud protocol while reading informational text on students’ ability to learn from text in a secondary science classroom. The participants in this study were high school students (n=47) in three classes of a mixed-grade Integrated Biology, Chemistry, and Physics course. The study tracked student achievement during a four-week curriculum unit on the theory of evolution and evidence for biological evolution. All students received instruction on using the think aloud protocol, and all students practiced the think aloud protocol when reading short articles related to scientific evidence for evolution. The researcher measured student’s ability to read and understand science text by comparing scores from a reading skills pre-assessment and post-assessment from each student. Student surveys were conducted to gather feedback on the effectiveness of the strategy in teaching students to use a literacy strategy while reading science text. Data were analyzed using descriptive statistics. i Table of Contents Abstract i List of Tables iii List of Figures iv Introduction 1 Literature Review Overview of Literature Review 5 Literacy in Science Education 5 Think Aloud Protocol 8 Methods Overview 12 Participants 13 Instructional Strategy 19 Instruments 22 Think Aloud Protocol surveys. 22 Think Aloud Protocol assessments. 23 Procedure 25 Data Analysis 27 Findings Research Question 1 33 Student responses on assessments. 33 Student scores. 37 Research Question 2 41 Student scores. 41 Student responses on surveys. 44 Discussion Research Question 1 49 Student responses on assessments. 49 Student scores. 51 Research Question 2 52 Student scores. 52 Student responses on surveys. 53 Limitations and Recommendations 53 References 57 Appendix A: Instruments 62 Appendix B: Student Response Samples 89 Appendix C: Research Approval Documents 111 Appendix D: An Account of a Think Aloud Protocol 123 ii List of Tables Table 1. Demographic profile of students at West Coast High School 14 Table 2. Program enrollments at West Coast High School 15 Table 3. Report card for West Coast High School 15 Table 4. Report of student achievement for West Coast High School 16 Table 5. Summary of demographic profile for participating classrooms 18 Table 6: Lexile® Measure for each text used in assessments 24 Table 7: Descriptive statistics for pre- and post-assessment scores 38 Table 8: Descriptive statistics for pre- and post-assessment scores 38 Table 9: Comparison of change between Period 1 and Period 4 42 Table 10: Comparison of change between Period 1 and Period 3 43 Table 11: Increase in literacy strategies reported by students 45 iii List of Figures Figure 1. Twelve thinking processes for think aloud protocol. 10 Figure 2. Research design. 13 Figure 3. Schedule of readings. 20 Figure 4. Strategy for answering research questions using data analysis 28 Figure 5. Box plot comparing pre- and post-assessment scores 39 iv Introduction “Language shapes science ideas and understanding” (Hand et al., 2003, pg. 608). In 2002, the National Science Foundation hosted an international conference focused on examining current research in science education. In an editorial published from the conference, Hand et al. (2003) opined that to achieve national science education goals, researchers must study effective methods of incorporating language literacy strategies in the science classroom. The learning goals of science education that are referred to by Hand et al. (2003) include an understanding of the processes, knowledge and social practices of science (AAAS, 1989). In addition, Hand et al. (2003) argued that researchers must assess the impact of language literacy strategies on student learning in science. The study described here was designed in response to Hand et al.’s 2003 call for research examining the impact of literacy strategies on student learning in science. The importance of this line of research may be inferred from the attention it received in 2003 when the International Journal of Science Education celebrated its 25th anniversary. For the occasion, Dr. Larry Yore, Dr. Gay Bisanz, and Dr. Brain Hand reviewed a selection of research published over the period of 1978-2003 focused on the relationship between language literacy and science education. The authors report that research during this time period reflected a change in understanding of how people learn. Prior to this period, science education underestimated the role of language literacy in learning. Reading, writing, speaking and listening were viewed as methods of transmitting information to the learner. During the 1970s, the field of cognitive science 1 developed a body of research describing human cognition and metacognition. Research revealed how humans use language to construct understanding. Using this new body of knowledge, researchers of science education began to base their research on theories of cognitive science and constructivism. This shift ultimately inspired science education researchers to explore the role of language literacy in science learning. After reviewing twenty-five years of research in science education, Yore et al. (2003) conclude that research that examines how language processes, such as reading and writing, may be used in classrooms to stimulate science learning is limited. While science education researchers have studied the integration of literacy strategies into elementary science education, including Lee et al. (2004), there are few studies that show the effect of integrating literacy strategies on student achievement in secondary science education. In 2010, Guzzetti and Bang reviewed published studies and reported that while educational research on the efficacy of literacy-based strategies in content areas was prevalent among elementary level students, currently there is a deficit of research of this kind among secondary level students. The purpose of this study is to investigate if a literacy strategy called the think aloud protocol can be used to improve high school students’ ability to read and understand science text. The study addressed the following research questions: 1) Does using the think aloud protocol improve students’ ability to read and understand science text? 2) Is a single lesson on using the think aloud protocol sufficient for students to prepare them for using the think aloud protocol when reading informational text? If not, is there any benefit to increasing the frequency of instruction on using the think aloud protocol? The hypotheses tested were: 1) Students can use the think aloud protocol to 2 improve students’ ability to read and understand science text. 2) Students are likely to need multiple lessons on using the think aloud protocol to demonstrate their full understanding when reading instructional text. The study used a mixed methods design to investigate the impact of the think aloud protocol on the ability of high school students to read and understand science text during a unit of curriculum. Students were taught to use the think aloud protocol as a strategy for reading scientific text. Evidence of change in students’ literacy skills was measured using student responses on reading skills pre- and post-assessments. In addition, student surveys were conducted. Participants in this study were freshmen, sophomore, and junior level high school students enrolled in three sections of an integrated Biology, Chemistry and Physics course during the 2011-2012 school year. The class is located in an urban, public high school in the Pacific Northwest. Students received instruction on using the think aloud protocol in pairs when reading informational texts averaging 350 words. Students then independently answered short answer questions related to the science content covered in each text. During the unit of instruction, one group of students received two lessons in using the think aloud protocol, one group received a single lesson in using the literacy strategy, and one group served as the comparison group, completing the same assignments without any instruction in the think aloud protocol. This design allowed the researcher to determine whether students need multiple experiences to use the technique effectively. 3