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ERIC Number: ED501247
Record Type: Non-Journal
Publication Date: 2008-May
Pages: 30
Abstractor: Author
Reference Count: 67
Three Authentic Curriculum-Integration Approaches to Bird Adaptations That Incorporate Technology and Thinking Skills
Rule, Audrey C.; Barrera, Manuel T., III
Online Submission
Integration of subject areas with technology and thinking skills is a way to help teachers cope with today's overloaded curriculum and to help students see the connectedness of different curriculum areas. This study compares three authentic approaches to teaching a science unit on bird adaptations for habitat that integrate thinking skills and technology skills: a problem-based learning approach utilizing the Cognitive Research Test (CoRT) Breadth thinking skills (de Bono, 2000); a thematic approach integrating several subject areas using "Talents Unlimited" thinking skills (Schlichter & Palmer, 1993); and a process skill-focused approach using object boxes (Rule, Barrera, & Stewart, 2004). Three third grade classes of students (N=60) of mixed ability and Spanish/English proficiency from a western rural community participated in this pretest- intervention-posttest study. Post-test scores showed all classes gained in knowledge of bird facts and adaptations, descriptive vocabulary, curiosity, technology self-efficacy, and knowledge of computer applications. Problem-based learning students showed the most curiosity (measured by questions generated for a topic-related image); thematic unit students excelled in computer application knowledge; while object box students showed largest gains in science knowledge, vocabulary, and computer self-efficacy. Integration of thinking skills allowed teachers to structure and scaffold learning in all three approaches. All three authentic approaches exhibited strengths along with challenges and are recommended. (Contains 12 tables.)
Publication Type: Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A