In this qualitative study the researchers explored children’s perceptions of their participation in a science class in which an elementary science curriculum, the Full Option Science System (FOSS), was combined with an innovative teaching model, Real Engagement in Active Problem Solving (REAPS). The children were capable of articulating views about their learning experiences during science classes. Meaningful experiences with deep levels of engagement were those that involved hands-on activities, such as experiments, provided by the FOSS curriculum; and problem-solving and model building, which were components of the REAPS model. Students’ perceptions demonstrated in their drawings were similar to their interviews, which were evidence of their meaningful science learning experiences. Incorporating students’ voices, as a type of feedback for teaching and learning, is important for teachers and practitioners; innovative pedagogical models contribute to meaningful and long-lasting science learning.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.