dc.contributor.author	Bailey, Robert J. Jr.
dc.coverage.spatial	United States, Georgia	en_US
dc.coverage.temporal	c.2015-2019	en_US
dc.date.accessioned	2019-06-05T18:45:43Z
dc.date.available	2019-06-05T18:45:43Z
dc.date.issued	2019-06-04
dc.identifier.citation	Bailey, Robert J. Jr., "The Use of Modeling Clay in High School Biology Vocabulary Acquisition." Ph.D. Diss., Valdosta State University, 2019. https://hdl.handle.net/10428/3695.
dc.identifier.other	6E7341C2-A042-D095-4D5E-800D817B86FC
dc.identifier.uri	https://hdl.handle.net/10428/3695
dc.description.abstract	The purpose of this study was to determine the effectiveness of vocabulary acquisition in high school biology using modeling clay. A mixed methods explanatory sequential design was used with modeling clay in contrast to sentence writing. The 96 student participants, comprising five classrooms, were all from Georgia public high schools in the southwest region of the state. The schools, from lower socio-economic status, were all Title I schools. The treatment activity consisted of students creating depictions of the definitions of words in physical forms with modeling clay. The control group wrote sentences demonstrating an understanding of the word. The posttest was administered after the twenty cell unit words and twenty genetics unit words were completed by all students. The retention test was completed the week following the posttest. Likert-style student surveys were completed at the same time as the retention test. The teacher interviews were conducted after each unit, guided by ten questions related to classroom layout, planning lessons, management of students during the study, and opinions and impressions regarding the use of clay in pedagogy. The use of clay as a kinesthetic tool was determined to be effective, and in some cases better, than traditional methods of vocabulary acquisition. The use of clay allowed students to approximate experiences with microscopic entities in alignment with multisensory practices like kinesthetic intelligence and DCT theories. Per the quantitative data from participating teachers and assessment results, males performed better with the use of clay. The study also validated the findings of Marzano (2010) who stated that vocabulary should be addressed as a separate subject. This study serves to validate other studies regarding the use of kinesthetic or tactile approaches to learning education and is a springboard to future studies employing unconventional learning methods.	en_US
dc.description.tableofcontents	Chapter I INTRODUCTION 1 -- Statement of the Problem 3 -- Theoretical Framework 7 -- Research Questions 9 -- Methods 10 -- Significance of the Study 11 -- Definitions of Key Terms 12 -- Limitations 16 -- Organization of the Study 18 -- Chapter II REVIEW OF THE LITERATURE 20 -- Data Input Processing 23 -- Experience and Symbolism 25 -- Vocabulary Pedagogy 33 -- Kinesthetic Learning and the Use of Clay… 39 -- Applying Words in Sentences 45 -- Summary 47 -- Chapter III METHODOLOGY 50 -- Population and Sample 55 -- Setting… 57 -- Instrumentation 59 -- Validity and Reliability… 65 -- Data Collection and Procedures 67 -- Limitations 72 -- Data Analysis 73 -- Summary 74 -- Chapter IV RESULTS 76 -- Research Questions 80 -- Quantitative Data Analysis 81 -- Quantitative Data Analysis by Gender… 87 -- Survey Data Analysis 93 -- Interview Data Analysis 103 -- Chapter V DISCUSSION 115 -- Purpose of the Study 116 -- Related Literature 117 -- Methods 120 -- Limitations 121 -- Assessment Results 123 -- Survey Results 125 -- Interview Results 130 -- Combined Data 134 -- Recommendations for Future Research 136 -- Conclusions 142 -- REFERENCES 143 -- APPENDIX A: Checklist for Biology Cells Unit 148 -- APPENDIX B: Checklist for Biology Genetics Unit 150 -- APPENDIX C: IRB Parental Permission Form 152 -- APPENDIX D: IRB Teacher Consent Form 157 -- APPENDIX E: Photographs of Student Work 162 -- APPENDIX F: Treatment Group Student Survey 169 -- APPENDIX G: Control Group Student Survey 173 -- APPENDIX H: Institutional Review Board Approval 177 -- APPENDIX I: Teacher Interview Questions 181 -- APPENDIX J: Teacher Demographics Survey 183 -- APPENDIX K: Pretest, Posttest, Retention Test for Cells Unit 185 -- APPENDIX L: Pretest, Posttest, Retention Test for Genetics Unit 189.	en_US
dc.format.extent	205 pages.
dc.format.mimetype	application/pdf
dc.language.iso	en_US	en_US
dc.rights	IN COPYRIGHT - EDUCATIONAL USE PERMITTED This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). http://rightsstatements.org/vocab/InC-EDU/1.0/	en_US
dc.subject	Vocabulary	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Models (Clay, plaster, etc.)	en_US
dc.subject	High school students	en_US
dc.subject	Biology	en_US
dc.title	The Use of Modeling Clay in High School Biology Vocabulary Acquisition	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Daesang, Kim
dc.description.committee	Bochenko, Michael
dc.description.committee	Dees, Elizabeth
dc.description.committee	Yang, Changwoo
dc.description.committee	Cruz, Becky K. da
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US