The study helped to further understanding of student performance and learning in science process skills such as data analysis and conclusion synthesis. If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS ucf. Electronic Theses and Dissertations. Science and Mathematics Education Commons. Advanced Search. Author Reilly, Joseph Michael.
Metadata Show full item record. Citation Reilly, Joseph Michael. Abstract Guided authentic scientific inquiry activities can give students a clear picture of the nature of science and how its fields operate in practice, but such activities are difficult to do well. Too much structure negates the benefit of open-ended activities and student-led investigation, while too little can result in frustration or unproductive floundering.
The inclusion of scaffolds for students as well as teachers in such activities is necessary for their successful implementation. Virtual environments can facilitate open-ended inquiry activities by having built-in scaffolds, such as feedback that reacts dynamically to the actions of learners in real time.
The data from the study was evaluated both from a quantitative and a qualitative perspective. The Fischer Exact Probability Test noted the predominance of the presence of thorns in the drawing done by the "negative copers". This test also recorded that the raters had a high degree of agreement in the "picture only" sort and the "picture and statement combined" sort, but that there was no significant agreement in the "statements only" sort. From the qualitative perspective, it was observed that in the drawings the "positive copers" used characteristics of smiling faces, suns shining, and flowers blooming, while the "negative copers" showed characteristics of tangled branches, large thorns, and barred doors.
In the statements accompanying the drawings, the "positive copers" used such metaphors as "I'm a happy rosebush", while the "negative copers" used words depicting death, loss, violence, neglect, hurt, and abandonment. Some exceptions were also noted.
Two of the "positive copers" consistently indicated through the drawings and statements that they were dealing with some unresolved psychological pain, while two of the "negative copers" demonstrated creativity and some definite psychological strength.
In summary, the qualitative approach to analysing the data yielded more useful information than the quantitative approach and the findings indicate that the combination of the guided imagery, drawing, and post-drawing inquiry as a projective method can be a useful tool for elementary school counselling.
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