| The purpose and primary research question of this two-phase, sequential, mixed-methods study was to explore the relationship between a forensic-based curriculum and how it affected student achievement and the impact the curriculum had on student perceptions about science. Science teachers have the challenging task to sustain student enthusiasm while increasing science achievement. Results of this study could be utilized by science educators seeking to design a hands-on curriculum. Sixty sixth-grade students in a Georgia middle school were engaged in this 4-week study. The qualitative data were transcribed and analyzed using open coding. Common themes were created from the data inductively when coded data were merged together according to topic. Based on data collected from interviews and observations, students demonstrated a positive change in perception of science after exposure to a forensics curriculum. Each student completed a pretest and posttest and results were analyzed using descriptive statistics. Results indicated a 26.5% increase between the mean of the students' pretest and posttest scores. Inferential tests were not conducted for the quantitative data due to a small sample size. Implementing a mixed-methods study allowed the researcher to use multiple data sources and triangulate the data. The overall data analysis revealed that a forensic-based curriculum increased achievement and had a positive impact on student perceptions about science. Due to the escalating importance of science education, this study promoted social change in that it addressed strategies of best practices in teaching to positively affect student achievement and perceptions in science. |
