Research Paper on:
Research Proposal/Elementary Science Instruction

Unformatted Sample Text from the Research Paper:
have considered the advisability of so-called "frivolous" extras, such as music instruction. Despite these efforts, one area of study that has been neglected pertains to the scheduling of science instruction  at the elementary school level. A problem that has not been addressed is the fact that science experiments and projects that are extensive maybe too long for the time periods  allotted to science instruction under traditional systems. Research question The principal question that this proposed research study is whether or not science instruction in the elementary grades could benefit  from lengthier lesson times. Specifically, this study proposes to answer the question of whether or not a double class period of science instruction of 80 to 90 minutes every  other day would facilitate learning, as compared to having everyday science instruction for the shorter standard lesson time of 40 to 50 minutes. Literature review Examination of current literature (that  is, research articles published within the last decade), shows that this topic (as far as can be determined by this writer/tutor) has not been addressed by previous research. However, there  have been empirical studies performed that suggest that the proposed study would be a logical step in adding to what is already known about the efficient use of school time.  For example, according to Metzker (2003), school time can be conceived of as an inverted pyramid. The total time the school day or year is the top tier, engaged time  (that is, time on task) forms the middle tier, and time devoted to academic learning forms the bottom tier (Metzker, 2003). As this suggests, the time available for academic learning  is limited and precious. Ineffective ways of managing class time, such as "preparation for standardized tests, maintaining classroom discipline and special-day activities (Halloween parties and science fairs)" reduce the