Micro Pedagogies: Implementing a Micro-Spiral Science Curriculum for Minorities

Authors

  • Edith G. Davis Florida A & M University Assistant Professor of Science Education STEM Global Institute, Inc. CEO SGI Scholar Foundation, Inc. CEO

Keywords:

Science Education, Micro-Spiral, Minorities, Curriculum, Increased Science Achievement

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. The purpose of the complete study was to compare the effectiveness of using an experimental spiral physics curriculum and a traditional linear curriculum.  This work takes a close look at the effectiveness of the micro-spiral physics curriculum when comparing minorities. 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 minorities 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.

Author Biography

Edith G. Davis, Florida A & M University Assistant Professor of Science Education STEM Global Institute, Inc. CEO SGI Scholar Foundation, Inc. CEO

All and parts of this information is the intellectual property of Dr. Edith G. Davis and cannot be used without Dr. Edith G. Davis permission February 4, 2012

I am Dr. Edith G. Davis, a science professor at Florida A & M University. I have a vision to increase science achievement in our children. I would like an opportunity to present this vision. My background is as follows. I was a Woods Hole United States Geologic Survey Research Fellow as well as the State of Texas Environmental Specialist for Small Business. I represented Texas’ Small Business on EPA’s task force as well as a White House round table representative for women. I am also a Stanford University Earth Science graduate. I graduated in December, 2007 with my Doctorate in Education Curriculum and Instruction with emphasis in Science Education and Research. I have a tremendous amount of teaching experience in secondary, middle school, high school, college as well as knowledge to offer. As an African-American woman and the first African-American female Geophysicist in the United States of America, I believe that I am able to contribute in meaningful ways to the Nations Science and Technology needs as well as continuing a commitment to scholarly, collaborative activities with emphasis on cultural diversity, pluralism, and individual differences.

My career spans from being the designer and implementer of the Science Education Curriculum and Instruction course for the University of Miami’s Upward Bound program, to Science Education Director for an all girls science education program sponsored by Penn State, and to implementing a new environmental curriculum into selected public and private high schools in the Kansas City school district. I have designed and implemented the Middle School Science Education Curriculum and Instruction. In addition, I have increases science achievement at Parkdale Elementary School Waco, Texas School District inner city kids to improve their state achievement test scores by using my own science education curriculum designed in completing my Doctorate in Curriculum and Instruction from Baylor University. I am presently increasing the science achievement of children at FAMU Developmental Research School Baylor University received 11.8 million dollars partly based on my science education research 5th graders. My work with the children throughout the county has been rewarded by the Mayor of Waco and the Waco Community Race Relations Coalition as a 2008 Black History Difference Maker. I am presently a Tenured Assistant Professor - teaching Science Education, Physics, Chemistry, Biology, Earth and Space Science. Since 2006 I have been the Chairperson of Science Education Special Interest Groups for the Association of Teacher Educators. Through my work and affiliations, part of my goal is to help build and establish significant meaningful relationships with others of similar interests. I endeavor to be a leader in the education field and recognize that building a relationship network with other races, nationalities, educators, scientists and women is the most crucial element to all of our success.

References

[1] Pascal Forgione. International Test Scores Poor U.S. Test Results Tied To Weak Curriculum, 1999. Excerpted from a speech by Pascal D. Forgione, Jr., PhD, U.S. Commissioner of Education Statistics URL: http://4Brevard.com/choice/international-test-scores.htm.
[2] National Science Board (NSB). Transformative Research Final Report and Background Materials. National Science Foundation. (Arlington, VA, 1997): http://www.nsf.gov/nsb/documents/2007/tr_report.pdf. (accessed January, 2007)
[3] Forgione, International Test Scores Poor U.S. Test Results Tied To Weak Curriculum.
[4]National Assessment Governing Board (NAGB). 2001 Science framework for the 1996 and 2000 national assessment of educational progress. (Washington, DC, 2000).
[4] Davis Edith G. Micro Pedagogies: Implementing a Micro-Spiral Science Curriculum for Middle School Children. The International Journal of Science In Society Volume 2. Champaign, Illinois, USA: 2007, 2011.
[5] Wineland and Stephens, Effects of spiral testing and review on retention and mathematical achievement for below-average eighth- and ninth-grade students
[6] DiBiasio and Clark, Evaluation of a spiral curriculum for engineering.

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Published

2015-09-08

How to Cite

Davis, E. G. (2015). Micro Pedagogies: Implementing a Micro-Spiral Science Curriculum for Minorities. American Scientific Research Journal for Engineering, Technology, and Sciences, 14(1), 119–131. Retrieved from https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/937