The Use of Anticipation Guides with 10 th Grade Environmental Science Students

Transcription

1 The Use of Anticipation Guides with 10 th Grade Environmental Science Students Jennifer L. Carlisle-Steingass Submitted to the Master of Arts in Education Program of Defiance College in partial fulfillment of the requirements for the degree of Master of Arts in Education June 2004 Dr. Suzanne McFarland, Coordinato Master of Arts in Education Program Head of Teacher Education

2 v '.... ~c to 2 ~ 1 IN '200 Q..... (~~ '" Abstract \j 0 \\11 Twenty 1 Olh grade environmental science students participated in the action research study. Twelve were male and eight were female. The students were enrolled in one heterogeneous environmental science class in a small rural high school located in a Midwest state. The purpose of the study was to determine if the use of anticipation guides increased the participation of loth grade environmental science students in class discussions of assigned reading material. The teacher/researcher chose two articles for reading material and created an anticipation guide for the second article. The teacher/researcher developed field notes and used them twice to record the frequency of student participation in four different quality levels during class discussions of the reading material. The first class discussion of the reading material was conducted without the use of anticipation guides. The second class discussion of the reading material was conducted with the use of anticipation guides. The results of the action research indicated that the use of anticipation guides increased the participation of loth grade environmental science students in class discussions of assigned reading material. These results also indicated that not only the frequency, but also the quality of student participation had increased with the use of anticipation guides. 11

3 III Acknowledgements I wish to acknowledge Dr. Jo Ann Burkhardt and Dr. Suzanne McFarland for the guidance and support they provided me while I completed this Master's Project. I would also like to thank my parents and my brother for the support and encouragement they have always demonstrated. Very special thanks are given to my husband for the patience, understanding, and encouragement he has given to me as I completed my graduate studies.

4 IV Table of Contents Section Chapter I: Chapter II: Introduction Introduction Statement of the Problem Justification Definition of Terms Limitations and Appropriate Use of Results Review of the Literature Introduction Page Research Question # 1: How did the professional literature define anticipation guides? Summary 5 8 Research Question # 2: What were the purposes of anticipation guides? Summary 9 11 Research Question # 3: How were anticipation guides constructed and effectively used? 12 How were anticipation guides constructed? 12 How were anticipation guides effectively used? Summary 13 14

5 v Conclusion 15 Chapter III: Methods and Procedures 17 Introduction 17 Participants 17 InstrumentslProtocol 17 Procedures 19 Choosing the material 19 Creating the anticipation guide 20 Conducting the action research 20 Timeline 24 Data Analysis 25 Summary 26 Chapter IV: Results 29 Introduction 29 Results 30 Summary 34 Chapter V: Discussion 36 Introduction 36 Discussion 36 Summary 37 Recommendations 38 Conclusion 39 References 41

6 VI Appendix A: Field Notes Instrument 'Without the use of an anticipation guide' 43 Appendix B: Field Notes Instrument 'With the use of an anticipation guide' 44 Appendix C: Anticipation Guide 45 Appendix D: Field Notes Record 'Without the use of an anticipation guide' 46 Appendix E: Field Notes Record 'With the use of an anticipation guide' 47

7 Vll List of Figures Figure Page Figure 1. Comparison of the frequency and quality of the participation of 10lh grade environmental science students in class discussions of assigned reading material with and without the use of an anticipation guide 32

8 1 Chapter I: Introduction Introduction The professional literature indicated that anticipation guides were a prereading strategy (Barton, Heidema, & Jordan, 2002; Duffelmeyer, Baum, & Merkley, 1987; Merkley, 1997; Simmons, 1994; Vacca & Vacca, 2002) that was used to activate students' prior knowledge before they read an assignment (Barton et a1., 2002; Simmons, 1994). This activation prepared the students to connect new information with their prior knowledge (Barton et al., 2002; Simmons, 1994). Students were then enabled to actively participate in class discussions of assigned reading material (Ericson, Hubler, Bean, Smith, & McKenzie, 1987). In addition, the professional literature identified the steps that were needed in the construction of anticipation guides. These steps included: 1) Identification of prior knowledge (Barton et al., 2002; Duffelmeyer, 1994; Ericson et al., 1987); 2) Recognition of misconceptions (Barton et al., 2002; Duffelmeyer, 1994); 3) Identification of information (Barton et al., 2002; Duffelmeyer, 1994; Ericson et a1., 1987); and 4) Creation ofquestionslstatements (Barton et ai., 2002; Duffelmeyer, 1994; Ericson et ai., 1987; Simmons, 1994). Moreover, the professional literature described how anticipation guides were effectively used. First, the anticipation guide was given to the students (Barton & Jordan, 2001, as cited in Barton et a1., 2002). Second, the students responded to (Barton & Jordan, 2001, as cited in Barton et al., 2002) and discussed (Barton & Jordan, 2001, as cited in Barton et ai., 2002; Duffelmeyer et ai., 1987; Simmons,

9 2 1994) the anticipation guide. Third, the students read the material (Duffel meyer et ai., 1987) and discussed the anticipation guide again with regards to the new information they encountered (Barton & Jordan, 2001, as cited in Barton et ai., 2002; Merkley, 1997). Statement of the Problem The purpose of this project was to determine if the use of anticipation guides increased the participation of 10 1 grade environmental science students in class discussions of assigned reading material. The research questions were: 1) How did the professional literature define anticipation guides? 2) What were the purposes of anticipation guides? 3) How were anticipation guides constructed and effectively used? 4) Did the use of anticipation guides increase the participation of 10 th grade environmental science students in class discussions of assigned reading material? Justification The teacherlresearcher desired to identify a strategy that increased the participation of environmental science students in class discussions of assigned reading material. The teacher/researcher wanted the students to be active participants in the teaching and learning process of the reading material. She also wanted to be able to monitor the students' understanding of the material. Increased participation in class discussions gave the teacher/researcher the opportunity to determine if the students understood the material. She also wanted to use that opportunity to correct the students' misconceptions about the material.

10 3 It was also important that the use of anticipation guides in the environmental science classroom was investigated for other environmental science teachers who wanted to increase their students' participation in class discussions of assigned reading material. Definition of Tenns 1. Anticipation guide- An anticipation guide was a specific type of advance organizer that consisted of a set of teacher/researcher generated questions. The questions activated the students' background knowledge before the teacher/researcher assigned the reading material. 2. Class discussions- Class discussions were dialogue that the teacher/researcher facilitated for the students in a large group. 3. Constructed- Constructed was when the teacherlresearcher devised a set of questions that activated the students' background knowledge. 4. Effectively- Effectively was when the anticipation guides worked well, based on teacher/researcher observations, to activate the students' background knowledge before the teacherlresearcher assigned a reading selection. 5. Increased- Increased was when the frequency and/or quality of the students' participation became greater than it had been originally. 6. Participation- Participation was: a one-word verbal response (Quality Level I); an incomplete verbal sentence (Quality Level 2); a complete verbal sentence (Quality Level 3); and an initiated conversation (Quality Level 4).

11 4 7. Reading material- Reading material was a two page selection from a popular and colorful trade book publication of high student interest. Limitations and Appropriate Use of Results This research project was conducted within a small public secondary school in a rural community of a Midwestern state. The predominantly Caucasian participants were 10 th grade environmental science students with similar socioeconomic statuses. The teacherlresearcher conducted the research during the time constraints of a 120 hour field experience. This research therefore has limitations that could affect conclusions drawn from its findings. The small size of the group used for the project may have influenced the results and therefore, may not be applicable to classes with more students. Also, due to the limited racial composition and socioeconomic statuses of the participants, the results of this study may not be generalized or applied to other environments.

12 5 Chapter II: Review of the Literature Introduction The purpose of this project was to determine if the use of anticipation guides increased the participation of 10 th grade environmental science students in class discussions of assigned reading material. The research questions were: 1) How did the professional literature define anticipation guides? 2) What were the purposes of anticipation guides? 3) How were anticipation guides constructed and effectively used? 4) Did the use of anticipation guides increase the participation of 10 lh grade environmental science students in class discussions of assigned reading material? Research Question # 1: How did the professional literature define anticipation guides? A review of the professional literature was conducted to determine the definition of anticipation guides. Anticipation guides were defined by Barton, Heidema, and Jordan (2002), Duffelmeyer, Baum, and Merkley (1987), Merkley (1997), Simmons (1994), and Vacca and Vacca (2002) as a type of pre reading strategy that consisted of a set of teacher/researcher generated questions. Ericson, Hubler, Bean, Smith, and McKenzie (1987) concurred and added that there were usually about five questions in a set. Duffelmeyer (1994) and Simmons (1994) indicated that the questions activated the students' background knowledge before the teacher/researcher assigned the reading material.

13 6 Merkley (1997) and Simmons (1994) both believed that an anticipation guide was a tool that was used to focus the students' attention on the concepts that were important in the reading material. Duffelmeyer (1994) added that anticipation guides evolved from Herber's (1978) ideas that prediction could be used to increase students' interest and help them relate the new concepts to their own lives. Herber (1978) stated that predictions were helpful because they expanded on what the students already knew. Similarly, Merkley (1997) stated that the use of anticipation guides encouraged interactive reading as the students compared their prior knowledge to the information that the reading material presented. Duffelmeyer et al. (1987) and Simmons (1994) furthered the discussion and stated that the result of this interactive reading was that the students thought about the information they encountered more than they did without the use of an anticipation guide. Barton et al. (2002) concurred, and added that the teacher/researcher generated questions also served as an inventory of the [(~ading material that the students used as a review after they completed the reading. Furthermore, Duffelmeyer et al. (1987), Ericson et al. (1987), and Merkley (1997) stated that after the students responded to the teacher/researcher generated questions, they discussed their responses and reasoning in a prereading discussion. Duffelmeyer et at. (1987), Duffelmeyer (1994), and Ericson et al. (1987) stated that during the discussion, what the students believed and their misconceptions about the material emerged. According to Alvermann, Dillon, and O'Brien (as cited in

14 7 Kletzien & Baloche, 1994) the discussion was important because it helped the students retain the new concepts in their long term memory. Merkley (1997) also stated that when the reading was completed, the students reconsidered their responses to the anticipation guide questions with regard to the new information presented by the reading material. They had a purpose to verify or alter their prior knowledge (Merkley, 1997). Duffelmeyer (1994) believed that when the students' beliefs conflicted with the information in the reading material, that they modified their beliefs. Waern (as cited in Duffelmeyer et ai., 1987; Duffelmeyer, 1994) referred to this modification of their existing knowledge as accommodation. Duffelmeyer et al. (1987) furthered the discussion and indicated that the students' misconceptions needed to be actively confronted in order for them to be discarded. Extended anticipation guides were therefore constructed to encourage the students' active interaction with the important information that the reading material presented (Duffel meyer et ai., 1987). Furthermore, Duffelmeyer and Baum (1992) stated that extended anticipation guides included a section where the students detennined if the reading material supported their prior knowledge. When their knowledge was not supported, the students were required to paraphrase the information in the reading material. This helped to ensure that the new information was retained by the students (Duffel meyer & Baum, 1992).

15 8 Summary. On the whole, the review of professional literature thoroughly defined anticipation guides as a prereading strategy (Barton, Heidema, & Jordan, 2002; Duffelmeyer, Baum, & Merkley, 1987; Merkley, 1997; Simmons, 1994; Vacca & Vacca, 2002) that consisted of about five teacher/researcher generated questions (Ericson, Hubler, Bean, Smith, & McKenzie, 1987). The questions served to activate the students' prior knowledge before they read from an assigned reading material (Duffel meyer, 1994; Simmons, 1994). Anticipation guides were considered by Duffelmeyer (1994) to have evolved from Herber's (1978) ideas that prediction increased students' interest. Furthermore, Duffelmeyer et al. (1987), Ericson et al. (1987), and Merkley (1997) agreed that the pre and post reading discussions were a critical comp,onent of the use of anticipation guides. Duffelmeyer et ai. (1987), Duffelmeyer (1994), and Ericson et al. (1987) stated that they believed that the students' misconceptions were brought to the forefront when they participated in the class discussion. The students then integrated the new information from the reading material with their prior knowledge in a process known as accommodation (yv aern, as cited in Duffelmeyer et ai., 1987; Duffelmeyer, 1994). According to Duffelmeyer and Baum (1992), extended anticipation guides encouraged this process to a higher degree because they required the students to paraphrase the reading material in situations where it did not reinforce their prior knowledge.

16 9 Research Question # 2: What were the purposes of anticipation guides? A review of the professional literature was conducted to determine what the purposes were of anticipation guides. Merkley (1997) and Simmons (1994) stated that the purposes of anticipation guides were to stimulate students' thinking and curiosity while they focused their attention on information relevant to the reading material. In addition, Ericson, Hubler, Bean, Smith, and McKenzie (1987) stated that another purpose of anticipation guides were to stimulate active student involvement in class discussions of the reading material. The importance of discussions were clarified by Merkley and Jefferies (2000) when they stated that teacher/researcher directed discussions stimulated the students' prior knowledge and encouraged active reading. Ericson et al. (1987), Story (1998), and Vacca and Vacca (2002) concurred and indicated that the teacher/researcher should guide the class discussion, yet remain nondirective to provide the students an opportunity to freely discuss the reading material. Duffelmeyer, Baum, and Merkley (1987) and Duffelmeyer (1994) furthered the discussion and stated that anticipation guides promoted learning from expository reading material because it activated students' prior knowledge, raised expectations about the reading material, and promoted active reading. Barton, Heidema, and Jordan (2002) believed that because reading and learning were constructive processes, the students needed to use their prior knowledge to understand the new information that they encountered in the reading material. Anticipation guides were given to the students prior to them reading their assignment because, as Guthrie and

17 10 Wigfield (1999) stated, students activate their prior knowledge when they first begin reading the material. Furthermore, anticipation guides activated the students' prior knowledge and prepared them to connect the new information with their prior information (Barton et ai., 2002; Simmons, 1994). Farnham-Diggory; Fry; Recht and Leslie; Rumelhart (as cited in Merkley & Jefferies, 2000), indicated that the connection of the students' information was important because the expository reading material that the students were assigned was written to communicate specific facts and information. Ausubel (as cited in Merkley & Jefferies, 2000) and Story (1998) concurred and stated that students' connection of new information with prior knowledge was a critical factor that influenced meaningful learning. Merkley (1997) and Simmons (1994) continued the discussion and explained that anticipation guides helped the students to compare their prior knowledge with the information in the reading material. Furthermore, Duffelmeyer et al. (1987) and Duffelmeyer (1994) indicated that when the students compared their knowledge with the reading material, they were encouraged to accommodate, or modify, their misconceptions about the information. In addition, Peeck, van den Bosch, and Kreupeling (as cited in Alvermann & Hague, 2001) stated that the students who had the misconceptions recalled the information that conflicted with their prior knowledge. Further, Flick and Lederman (2002), Pearson and Johnson; Pearson and Spiro; Wilson and Hammill (as cited in Merkley, 1997), Pearson, Hansen, and Gordon (1979), and Taylor (1979) stated that the students' prior knowledge affected their

18 11 comprehension of the reading material. Baldwin, Pe1eg-Bruckner, and McClintock; Lipson; Pearson, Hansen, and Gordon (as cited in Merkley, 1997), Ericson et al. (1987), and Simmons (1994) concurred and stated that when prior knowledge was activated before the students read, their comprehension was more complete. Flick and Lederman (2002) indicated that comprehension was important because it was the goal of reading. Wilson (as cited in Lipson, 1983) concurred and added that prior knowledge was the foundation of reading comprehension. Summary. In brief, the review of professional literature determined that there were many purposes of anticipation guides. According to Merkley (1997) and Simmons (1994), stimulated student thinking and increased curiosity were examples of the purposes of anticipation guides. Ericson, Hubler, Bean, Smith, and McKenzie (1987) believed that another purpose of anticipation guides was to activate student involvement in discussions of the reading material. Moreover, Barton, Heidema, and Jordan (2002) and Simmons (1994) agreed that anticipation guides also activated the students' prior knowledge and prepared them to connect the new information they encountered with their prior information. Flick and Lederman (2002), Pearson and Johnson; Pearson and Spiro; Wilson and Hammill (as cited in Merkley, 1997), Pearson, Hansen, and Gordon (1979), and Taylor (1979) all believed that the activation of the students' prior knowledge was important because prior knowledge affected comprehension of the reading material.

19 12 Research Question # 3: How were anticipation guides constructed and effectively used? How were anticipation guides constructed? A review of the professional literature was conducted to determine how anticipation guides were constructed. Barton, Heidema, and Jordan (2002), Duffelmeyer (1994), and Ericson, Hubler, Bean, Smith, and McKenzie (1987) discussed the steps that they believed were needed in the construction of anticipation guides. First, the teacher/researcher identified the prior knowledge that the students needed for the reading material (Barton et al., 2002; Duffelmeyer, 1994; Ericson et al., 1987). Second, the teacher/researcher noted the students' possible misconceptions about the information (Barton et a1., 2002; Duffelmeyer, 1994). Third, the teacher/researcher determined the important information that the students would encounter in the reading material (Barton et al., 2002; Duffelmeyer, 1994; Ericson et al., 1987). Finally, the teacher/researcher created five questions/statements (Barton et al., 2002; Duffelmeyer, 1994; Ericson et a1., 1987; Simmons, 1994) that challenged or supported the students' prior knowledge (Barton et al., 2002; Duffelmeyer, 1994). Furthermore, Duffelmeyer, Baum, and Merkley (1987) stated that there were two main types of questions/statements constructed for anticipation guides. The first type of question/statement was interesting intuitively, but it was not compatible with the reading material (Duffel meyer et a1., 1987). The second type of question/statement was compatible with the reading material, yet it was counter intuitive (Duffel meyer et al., 1987). Duffelmeyer et al. (1987) added that the students

20 13 responded either agree/disagree or likely/unlikely for both types of questions/statements. On the other hand, Merkley (1997) believed that when the students' prior knowledge was incomplete, the forced response of agree/disagree in the prereading phase was ineffective. Lipson (as cited in Merkley, 1997) and Merkley (1997) stated that the addition of a third response option of 'unknown' reduced the students' guessing. However, Simmons (1994) expanded on the discussion of the construction of anticipation guides and stated that when the questions/statements were open-ended they encouraged numerous opinions and interpretations. Simmons (1994) believed that this was an effective technique because the goal of the anticipation guide was to have the students' attention focused on the information, not to identify a correct response. How were anticipation guides effectively used? A review of the professional literature was conducted to determine how anticipation guides were effectively used. Barton and Jordan (as cited in Barton, Heidema, & Jordan, 2002) stated that an anticipation guide was given to the students before the reading material was assigned. The students then responded to the questions/statements in the anticipation guide (Barton & Jordan, as cited in Barton et ai., 2002). Next, Barton and Jordan (as cited in Barton et ai., 2002), Duffelmeyer, Baum, and Merkley (1987), and Simmons (1994) indicated that the students defended their

21 14 responses in a class discussion of the reading material. Then the students were instructed to read the assigned material to determine the accuracy of their prior knowledge (Duffelmeyer et ai., 1987). Alvermann and Hague (2001) concurred and stated that the students were informed that their prior knowledge may be different from the information presented in the reading material. Lastly, Barton and Jordan (as cited in Barton et ai., 2002) and Merkley (1997) stated that the students then discussed the new information they encountered with respect to the anticipation guide. Furthermore, Duffelmeyer and Baum (1992) have expanded on this strategy with the creation of the extended anticipation guide. The extended anticipation guide required the students to explain their responses, correct their misconceptions, and indicate evidence from the reading material that coincides with the questions/statements in the anticipation guide. Summary. In summary, the review of professional literature determined that anticipation guides were constructed and effectively used in a variety of ways. Barton, Heidema, and Jordan (2002), Duffelmeyer (1994), and Ericson, Hubler, Bean, Smith, and McKenzie (1987) discussed the steps that they believed were needed in the construction of anticipation guides. These steps included: 1) Identification of students' prior knowledge (Barton et ai., 2002; Duffelmeyer, 1994; Ericson et ai., 1987); 2) Recognition of students' possible misconceptions about the information (Barton et at, 2002; Duffelmeyer, 1994); 3) Identification of important information in

22 15 the material (Barton et al., 2002; Duffelmeyer, 1994; Ericson et al., 1987); and 4) Creation of five questions/statements about the reading material (Barton et al., 2002; Duffelmeyer, 1994; Ericson et al., 1987; Simmons, 1994). Furthermore, Barton and Jordan (as cited in Barton et al., 2002) stated that an anticipation guide was given to the students before the reading material was assigned. Then the students responded to (Barton & Jordan, as cited in Barton et al., 2002) and discussed (Barton & Jordan, as cited in Barton et al., 2002; Duffelmeyer, Baum, & Merkley, 1987; Simmons, 1994) the anticipation guide. The students then read the material (Duffel meyer et a1., 1987) and discussed the anticipation guide again with regards to the new information they encountered (Barton & Jordan, as cited in Barton et al., 2002; Merkley, 1997). Conclusion In conclusion, the review of professional literature answered the following research questions: 1) How did the professional literature define anticipation guides? 2) What were the purposes of anticipation guides? 3) How were anticipation guides constructed and effectively used? Barton, Heidema, and Jordan (2002), Duffelmeyer, Baum, and Merkley (1987), Merkley (1997), Simmons (1994), and Vacca and Vacca (2002) defined anticipation guides as a prereading strategy. Duffelmeyer (1994) and Simmons (1994) indicated that the questions/statements of an anticipation guide activated the students' prior knowledge before they read an assignment.

23 16 In addition, Ericson, Hubler, Bean, Smith, and McKenzie (1987) stated that anticipation guides encouraged active student involvement in class discussions of assigned reading material. Barton et ai. (2002) and Simmons (1994) concurred and indicated that anticipation guides activated the students' prior knowledge and prepared them to connect new information they encountered with their prior knowledge. Moreover, Barton et ai. (2002), Duffelmeyer (1994), and Ericson et ai. (1987) discussed the steps that were needed in the construction of anticipation guides. These steps included: 1) Identification of prior knowledge (Barton et ai., 2002; Duffelmeyer, 1994; Ericson et ai., 1987); 2) Recognition of misconceptions (Barton et ai., 2002; Duffelmeyer, 1994); 3) Identification of information (Barton et ai., 2002; Duffelmeyer, 1994; Ericson et ai., 1987); and 4) Creation of questions/statements (Barton et ai., 2002; Duffelmeyer, 1994; Ericson et ai., 1987; Simmons, 1994). Furthermore, Barton and Jordan (as cited in Barton et ai., 2002) indicated that an anticipation guide was given to the students. Then they responded to (Barton & Jordan, as cited in Barton et ai., 2002) and discussed (Barton & Jordan, as cited in Barton et ai., 2002; Duffelmeyer et ai., 1987; Simmons, 1994) the anticipation guide. The students then read the material (Duffel meyer et ai., 1987) and discussed the anticipation guide again as they considered the new information they had encountered (Barton & Jordan, as cited in Barton et ai., 2002; Merkley, 1997).

24 17 Chapter III: Methods and Procedures Introduction The purpose of this project was to determine if the use of anticipation guides increased the participation of 10 th grade environmental science students in class discussions of assigned reading material. The research questions were: 1) How did the professional literature define anticipation guides? 2) What were the purposes of anticipation guides? 3) How were anticipation guides constructed and effectively used? 4) Did the use of anticipation guides increase the participation of 10 th grade environmental science students in class discussions of assigned reading material? Participants Twenty high school environmental science students participated in the action research. Twelve were male and eight were female. The students were enrolled in one heterogeneous environmental science class in a small rural high school located in a Midwest state. The participants were in 10 th grade. Instruments/Protocol The teacher/researcher collected data in order to answer research question 4) Did the use of anticipation guides increase the participation of 10 th grade environmental science students in class discussions of assigned reading material? The teacher/researcher used a field notes observation/collection form as the method of data collection in the action research project.

25 18 See Appendix A for a copy of the instrument: Field Notes 'Without the use of an anticipation guide.' See Appendix B for a copy of the instrument: Field Notes 'With the use of an anticipation guide.' The field notes form was constructed on a spreadsheet by the teacher/researcher. On the field notes form, the quality of student participation was indicated by four different levels. Level 1 was the lowest quality level and it was defined as a one-word response. Level 2 was the second to the lowest quality level and it was defined as an incomplete sentence. Level 3 was the second to the highest quality level and it was defined as a complete sentence. Level 4 was the highest quality level and it was defined as a conversation initiated. The spreadsheet consisted of 45 rows and 5 columns. Row 1 was labeled 'Field Notes' and it contained the teacher/researcher's name. Row 2 was labeled 'The participation of 10 th grade environmental science students in class discussions of assigned reading material.' Row 3 was labeled either, 'Without the use of an anticipation guide' or, 'With the use of an anticipation guide.' Row 4 was used to create a space. Row 5 was labeled 'Date.' The teacher/researcher recorded the date that the class discussion was conducted in this cell. Row 6 was labeled 'Class.' In this cell, the teacher/researcher indicated the name of the class in which the discussion was held. Row 7 was labeled 'Reading Material.' The teacher/researcher used this cell to record the title of the assigned reading material. Row 8 was labeled 'Length of discussion time. ' The teacher/researcher recorded the duration of the class discussion in this cell. Row 9 was used to create a space.

26 19 Row 10 was labeled 'Quality level of participation (llowest; 4 highest).' This label was located on the right half of the spreadsheet. Row 11 was the first row that was broken into columns to correspond to each of the four quality levels. Column 1 of Row 11 was located on the left half of the spreadsheet. Columns 2 through 5 of Row 11 were located on the right half of the spreadsheet. The teacher/researcher recorded the names/numbers of the student participants in the cells of Column 1 of Rows 14 through 43. Columns 2 through 5 of Rows 14 through 43 were blank. The teacher/researcher used these cells in the field to record the frequency and quality level of participation events for each student during the class discussion of assigned reading material. Column 1 of Row 44 was labeled 'Number of Participation Events at Each Level.' Columns 2 through 5 of Row 44 were blank. The teacher/researcher used these cells to record the frequency of participation events for each of the four quality levels. Row 45 contained two columns. Column 1 of Row 45 was labeled 'Number of Participation Events Total.' Column 2 of Row 45 was blank. The teacherlresearcher used this cell to record the total number of participation events that took place during the class discussion of assigned reading material. Procedures Choosing the material The teacher/researcher developed the action research project and field notes form. The action research project and field notes form were critiqued by education professionals during a graduate level action research class. The teacherlresearcher

27 20 then chose the reading material based on the current curriculum of a heterogeneous environmental science class in a small rural high school located in a Midwest state. Two articles, each two pages in length, were selected by the teacher/researcher from a popular and colorful trade book publication of high student interest. The first article of reading material was about the transfer of energy within an ecosystem. The second article of reading material was about ecological niches. The teacher/researcher then constructed an anticipation guide for the second selection of reading material concerning ecological niches. Creating the anticipation guide The teacher/researcher followed four steps to create the anticipation guide. First, the teacherlresearcher identified what prior knowledge the students had in regards to ecological niches. Second, the teacher/researcher considered what possible misconceptions the students had about ecological niches. Third, the teacher/researcher selected the important information about ecological niches from the reading material. Finally, the teacherlresearcher created five questions/statements about the reading material. See Appendix C for a copy of the anticipation guide. Conducting the action research The teacher/researcher then conducted the action research project in the field with twenty 10 th grade environmental science students in a heterogeneous environmental science class in a small rural high school located in a Midwest state.

28 21 The first reading selection discussion was conducted and the field notes fonn 'Without the use of an anticipation guide' was completed by the teacher/researcher. See Appendix D for a copy of the record: Field Notes 'Without the use of an anticipation guide.' The teacher/researcher informed the students that they were to use the first portion of their class to complete a reading assignment about the transfer of energy within an ecosystem. The teacher/researcher told the students that when they were finished reading, they would have a class discussion about the material. While the students read, the teacher/researcher prepared the field notes form labeled ' Without the use of an anticipation guide.' The teacher/researcher filled in the date, class, reading material, and students' names/numbers in the appropriate cells of the field notes fonn. Each student was assigned a number by the teacher/researcher based on the alphabetical class listing. When the students were finished reading, the teacher/researcher told them that they were to discuss the information in the article with the other students in the classroom. The teacher/researcher infonned the students that they were responsible for conducting the discussion and that the teacher/researcher was simply their guide. The teacher/researcher informed the students that they did not need to speak directly to the teacher/researcher. The students were instead encouraged to speak to their classmates about the information in the article. This style of discussion was chosen by the teacher/researcher based on the recommendation of the professional literature. The students were also infonned that the teacher/researcher would be recording infonnation during the discussion. The teacher/researcher then began the

29 22 class discussion on the assigned reading material by asking the students what they thought about the article. The teacher/researcher guided the discussion about the article to keep the students on track. The teacher/researcher recorded the quality level of each of the students' responses on the field notes form labeled 'Without the use of an anticipation guide.' This continued until the students and the teacher/researcher felt that all the important material had been discussed. The teacher/researcher then recorded the length of the discussion time on the field notes form. The teacher/researcher then added up the number of participation events that took place at each of the four quality levels. These numbers were recorded on the field notes form. The total number of participation events was then calculated and recorded on the field notes form by the teacher/researcher. When the school day was over, the teacher/researcher typed the raw data recorded in class into the field notes form. At that time, the teacher/researcher replaced the students' names with their numbers. These numbers reflect the alphabetic listing of the students in the environmental science class. Two weeks after the first class discussion, the second reading selection discussion was conducted. The field notes form 'With the use of an anticipation guide' was completed by the teacher/researcher. See Appendix E for a copy of the record: Field Notes 'With the use of an anticipation guide.' The teacher/researcher gave the students the anticipation guide to prepare them for the next reading assignment. The teacher/researcher informed the students that they were to complete the anticipation guide. When the students had finished,

30 23 the teacher/researcher encouraged the students to discuss their responses to the anticipation guide. After the students were finished with their discussion, the teacher/researcher gave them a reading assignment on ecological niches to complete in class. While the students read, the teacher/researcher prepared the field notes form labeled 'With the use of an anticipation guide.' The teacher/researcher filled in the date, class, reading material, and students' names/numbers in the appropriate cells of the field notes form. When the students were finished reading, the teacherlresearcher told them that they were to discuss the information in the article with the other students in the classroom. The teacher/researcher reminded the students that they were responsible for conducting the discussion and that the teacher/researcher was simply their guide. The students were also informed that the teacher/researcher would be recording information during the discussion. The teacher/researcher then began the class discussion on the assigned reading material by asking the students what they thought about the article. The teacher/researcher guided the discussion about the article to keep the students on track. The teacher/researcher recorded the quality level of each of the students' responses on the field notes form labeled 'With the use of an anticipation guide.' This continued until the students and the teacher/researcher felt that all the important material had been discussed. The teacher/researcher then recorded the length of the discussion time on the field notes form. The teacher/researcher then added up the number of participation events that took place at each of the four quality levels. These numbers were recorded on the

31 24 field notes form. The total number of participation events was then calculated and recorded on the field notes form by the teacher/researcher. When the school day was over, the teacher/researcher typed the raw data recorded in class into the field notes form. At that time, the teacherlresearcher replaced the students' names with their numbers. These numbers reflect the alphabetic listing of the students in the environmental science class. The teacher/researcher then performed the data analysis of the action research project. Timeline The teacher/researcher developed the action research project and field notes form in June The action research project and field notes form were critiqued by education professionals during a graduate level action research class in July In early October 2003, the teacher/researcher chose the reading material based on the current curriculum of a heterogeneous 10lh grade environmental science class in a small rural high school located in a Midwest state. The teacher/researcher also created the anticipation guide in early October The teacher/researcher then conducted the action research project in October 2003, in the field with twenty loth grade environmental science students in a heterogeneous environmental science class in a small rural high school located in a Midwest state. The first reading selection discussion was conducted and the field notes form 'Without the use of an anticipation guide' was completed by the teacher/researcher in the second week of October The second reading selection discussion was conducted and the field notes form 'With the use of an anticipation

32 25 guide' was completed by the teacher/researcher in the fourth week of October The teacher/researcher preformed the data analysis of the action research project in October Data Analysis In order to determine if the use of an anticipation guide increased the participation of 10th. grade environmental science students in class discussions of assigned reading material, a method of analysis had to be developed. The teacher/researcher used the four different quality levels of student participation as the basis for data analysis. On the field notes form, the quality of student participation was indicated by four different levels. Level 1 was the lowest quality level and it was defined as a one-word response. Level 2 was the second to the lowest quality level and it was defined as an incomplete sentence. Level 3 was the second to the highest quality level and it was defined as a complete sentence. Level 4 was the highest quality level and it was defined as a conversation initiated. The frequency of participation events at each of the four quality levels was calculated by adding up all of the individual students' participation events for each level. The frequency of recorded participation events at each of the four levels without the use of an anticipation guide were then compared to the frequency recorded at each of the four levels with the use of an anticipation guide. The total number of recorded participation events without the use of an anticipation guide was also compared to the total number recorded with the use of an anticipation guide as a way to determine the benefits of using an anticipation guide.

33 26 Summary In summary, the teacher/researcher collected data in order to answer research question 4) Did the use of anticipation guides increase the participation of 10 th grade environmental science students in class discussions of assigned reading material? Twenty 10 th grade environmental science students participated in the action research. Furthermore, the teacher/researcher used a field notes collection form as the method of data collection in the action research project. The field notes form was constructed on a spreadsheet by the teacher/researcher in June On the field notes form, the quality of student participation was indicated by four different levels. Level 1 was the lowest quality level and it was defined as a one-word response. Level 2 was the second to the lowest quality level and it was defined as an incomplete sentence. Level 3 was the second to the highest quality level and it was defined as a complete sentence. Level 4 was the highest quality level and it was defined as a conversation initiated. In addition, the teacher/researcher chose the reading material for the action research project based on the current, October 2003, curriculum of a heterogeneous environmental science class in a small rural high school located in a Midwest state. Two articles, each two pages in length, were selected by the teacher/researcher from a popular and colorful trade book publication of high student interest. Furthermore, the teacher/researcher constructed an anticipation guide in October 2003, for the second selection of reading material regarding ecological niches. The teacher/researcher followed four steps to create the anticipation guide. First, the teacher/researcher identified what prior knowledge the students had in

34 27 regards to ecological niches. Second, the teacher/researcher considered what possible misconceptions the students had about ecological niches. Third, the teacher/researcher selected the important information about ecological niches from the reading material. Finally, the teacher/researcher created five questions/statements about the reading material. Next, the teacher/researcher conducted the action research project in October 2003, in the field with twenty 10 th grade environmental science students in a heterogeneous environmental science class in a small rural high school located in a Midwest state. The first reading selection discussion was conducted and the field notes form 'Without the use of an anticipation guide' was completed by the teacher/researcher. Two weeks after the first class discussion, the second reading selection discussion was conducted with the anticipation guide. The field notes form 'With the use of an anticipation guide' was then completed by the teacherlresearcher. The teacher/researcher developed a method of data analysis in October 2003, in order to answer research question 4) Did the use of anticipation guides increase the participation of loth grade environmental science students in class discussions of assigned reading material? The teacher/researcher used different levels of quality to analyze the data on student participation. On the field notes form, the quality of student participation was indicated by four different levels. Level 1 was the lowest quality level and it was defined as a one-word response. Level 2 was the second to the lowest quality level and it was defined as an incomplete sentence. Level 3 was the second to the highest quality level and it was defined as a complete sentence. Level 4 was the highest quality level and it was defined as a conversation initiated.

35 28 The frequency of participation events at each of the four levels was calculated by adding up the individual students' participation events for each level. The frequency of recorded participation events at each of the four levels without the use of an anticipation guide were then compared to the frequency recorded at each of the four levels with the use of an anticipation guide. The total number of recorded participation events without the use of an anticipation guide was also compared to the total number recorded with the use of an anticipation guide. The following chapter, Chapter IV, displays and explains the results.

36 29 Chapter IV: Results Introduction The purpose of this project was to determine if the use of anticipation guides increased the participation of loth grade environmental science students in class discussions of assigned reading material. The research questions were: 1) How did the professional literature define anticipation guides? 2) What were the purposes of anticipation guides? 3) How were anticipation guides constructed and effectively used? 4) Did the use of anticipation guides increase the participation of loth grade environmental science students in class discussions of assigned reading material? The teacher/researcher collected data in order to answer research question 4) Did the use of anticipation guides increase the participation of loth grade environmental science students in class discussions of assigned reading material? The teacher/researcher used a field notes form as the method of data collection in the action research project. The field notes form was constructed on a spreadsheet by the teacher/researcher. On the field notes form, the quality of student participation was indicated by four different levels. Level 1 was the lowest quality level and it was defined as a one-word response. Level 2 was the second to the lowest quality level and it was defined as an incomplete sentence. Level 3 was the second to the highest quality level and it was defined as a complete sentence. Level 4 was the highest quality level and it was defined as a conversation initiated.

37 30 The teacherlresearcher used the field notes collection form twice to record the frequency of student participation in each of the four quality levels during class discussions of assigned reading material. The first time the teacher/researcher recorded data on the field notes form was during a class discussion the 20 students conducted about the article they had read concerning the transfer of energy within an ecosystem. The teacher/researcher had not provided the student participants with an anticipation guide for this reading assignment; therefore, this field notes form was labeled 'Without the use of an anticipation guide'. The second time the teacher/researcher recorded data on the field notes form was during a class discussion the 20 students conducted about the article they had read on ecological niches. The students had used an anticipation guide with this reading assignment; therefore, this field notes form was labeled 'With the use of an anticipation guide.' Results The field notes collection form was used by the teacher/researcher in order to determine if the participation of the 10 th grade environmental science students in class discussions of assigned reading material had increased when they had used an anticipation guide. The frequency of participation events at each of the four quality levels without the use of an anticipation guide was calculated by adding up all of the individual students' participation events for each level. The total number of participation events without the use of an anticipation guide was calculated by adding up the number of participation events at each of the four quality levels.