Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
A qualitative study of elementary teachers' and students' interactions with Full Option Science System: FOSS
Abstract
The study focused on the Full Option Science System-FOSS, an activity-based elementary science program, as it was used in three rural Nebraska schools. The research questions focused on teachers' and students' interactions with the FOSS program as it was implemented using collaborative groups. Using a naturalistic qualitative methodology, the study collected and analyzed data from an assortment of sources; journals, formal and informal interviews, field notes, demographic information sheets, final project surveys, the researcher's personal reflective journal, and student artifacts collected in the field. Case studies documented five teachers' interactions with the FOSS program as it was implemented in their third or fourth grade classrooms. Certain themes emerged as a result of the inquiry. The collaborative grouping strategy was complex and created difficulties for some teachers. Teachers with more teaching experience and collaborative group training were able to achieve positive outcomes with the collaborative group strategy. Scheduling science twice a week in the late afternoons was an insufficient amount of time to effectively implement the FOSS lessons. The studied teachers were generally uncomfortable with science and occasionally avoided teaching the subject. However, the studied teachers found the FOSS materials easy to use because of the organization and availability of the kits, the clearly stated objectives, and the step by step instructions found in the teacher manual. Those teachers with more teaching experience were able to integrate the FOSS materials with other subject areas, process the lessons upon their completion, and view science as a process. Vertical and horizontal articulation of the FOSS curriculum were poorly facilitated in each of the three studied districts. Subsequently, philosophical divisions regarding the hands-on approach existed among staff members in all three schools. Additionally, while the educational leadership supported the adoption of the FOSS program, no long-term support plans were developed or considered during this study. Recommendations for future practice and research were also included in the study.
Subject Area
Curricula|Teaching|Science education|Elementary education
Recommended Citation
Clementson, John J, "A qualitative study of elementary teachers' and students' interactions with Full Option Science System: FOSS" (1991). ETD collection for University of Nebraska-Lincoln. AAI9129544.
https://digitalcommons.unl.edu/dissertations/AAI9129544