Examining the Effects of Science Manipulatives on Achievement, Attitudes, and Journal Writing of Elementary Science Students

This study examined several aspects of elementary science students' achievement, attitudes, and journal writing in conjunction with an Alabama Hands-on Activity Science Program (HASP) grant utilizing the Full Option Science System (FOSS) kit. The sample of 56 fourth grade students in two classes was administered a 15-item pretest and post-test. During the four weeks of the study, students were requested to reflect upon the instruction through journal writing. Results from the data analysis using a t-test indicated a significant difference in student achievement on the pre- and post-test scores. These results suggest that the increase in post-test scores may be attributed to incorporating the FOSS kit into science instruction. The results of the attitude survey did not support using science manipulatives as a means of increasing positive responses to science being a favorite subject, interest in reading about science, science being seen as fun, looking forward to science class, interest in science group activities, interest in science careers, and interest in journal writing. A qualitative content analysis of the journals revealed that both the quality and quantity of the reflective writing fluctuated appreciably from the beginning to the end of the study. (Author/WRM)