The influence of the science stations approach in a sixth-grade earth and space classroom

Abstract

The purpose of this study was to determine the influence of the science stations approach in a sixth grade Earth and space classroom. Multiple intelligences, Next Generation Science Standards (NGSS), and student engagement were examined during research. A student sample of 28 sixth graders completed science stations in tangible and digital modes within nine units of the middle school Earth science curriculum. All units were taken into account to gauge science stations' effect on student engagement and multiple intelligences. A performance task map and pre- and post- tests covering the topics of plate tectonics, volcanoes, and the rock cycle were used to examine NGSS achievement. Students also completed a 'Getting to Know You' survey, Science Stations Student Self-Assessment Survey, and a Learning Preferences Interview. The stations utilized in this study were created by Kesler Science. Results showed that every multiple intelligence was represented in at least two stations, except for musical intelligence, covering a diverse group of learners. Nearly all of the science and engineering practices and cross-cutting concepts stated in the NGSS standards were represented in at least one station as well. Findings for student engagement expressed positive responses and higher completion rates for tangible modes. Additionally, students favored stations that involved illustrations and hands-on activities, but found reading and writing tasks undesirable. By the end of data analysis, it was determined that the science stations approach supported and strengthened multiple intelligences, NGSS standards mastery, and student engagement.