Date of Award

6-26-1997

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

John Hoover

Abstract

The purpose of this study was to examine what occurs when poetry reading and writing are integrated with constructivist methods for teaching science in fifth-grade classes. The perceptions and responses of the students and their teacher during and after the lessons were primary concerns.A synthesis of the major findings from the literature review indicated that scientists and poets share curiosity, wonder, and the abilities to observe carefully and create accurate descriptions. Process approaches and emphasis on constructivist learning were teaching methods common to both areas. Positive attitudes in the classroom and sharing of similar concepts and educational goals were factors in effective integrated lessons. Based on these findings, lessons were planned and taught which encouraged students to use their abilities to observe and describe, to develop thinking and communicating skills, and to develop a positive student view of both poetry and science.Qualitative research methods included observation of classes, conversations with students and the teacher, and analyses of student writings. Data were analyzed and recurring themes were identified as outer space and electricity/magnetism were studied. The teacher read selected poems to students and provided poetry for students to read together via the overhead projector. Poetry was incorporated into introductions, content learning, and summaries as students wrote free verse, shaped poems, and riddles.During the integrated lessons, students were actively involved in their learning, communicated ideas through writing and speaking, and frequently asked questions or made comments about the subject matter. Students and the teacher incorporated their prior knowledge and made connections to out-of-class happenings, were curious as evidenced by searching for more information, and stated that they enjoyed the integrated lessons. Symbiosis was achieved when poetry and science were integrated in lessons for fifth grade students.

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