Date of Award
2026
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Charles Tocci
Abstract
It has been recorded in the literature that student science interest drops as students enter and transition to middle and high school. This dissertation takes up the areas of student science interest and the teaching of the science practices in the context of elementary education. This study seeks to understand student science interest in elementary students in the years before entering middle school where a drop of interest is frequently reported. It is hypothesized that an increased use or implementation of the NGSS science practices by classroom teachers would generate higher science interest in elementary students. In a framework of science as practice, that is purposeful integration of the science practices into lessons alongside cross cutting concepts and disciplinary core material, this study analyzes teaching and student learning for examples of correlation between science practice use and positive student science attitudes. In an explanatory sequential mixed methods research design this study reviewed data from seven classrooms. Students and teachers were surveyed to determine levels of practice use and science interest in those classrooms. Four classrooms were identified for further research and semi-structured interviews and observations were conducted. Three teachers were identified with higher-than-average science practice use and two of these had correspondingly higher student science interest. Conversely one case was examined with lower-than-average science practice use and science interest. Results indicate that increased use of the science practices, whether labeled as such by teachers or not, correlated with higher student science interest in the classroom. It remains unclear how much teachers understand the background and structure of the standard science practices as indicated in their interviews. Additional associations with higher student science attitudes include supplementation to the written curriculum, teacher excitement for science, and teachers’ personal interest in science.
Recommended Citation
LaBorn, Michelle, "Elementary Students' Science Attitudes and Teachers' Implementation of the NGSS Science Practices: A Mixed Methods Study" (2026). Dissertations. 4330.
https://ecommons.luc.edu/luc_diss/4330
