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ERIC Number: ED503537
Record Type: Non-Journal
Publication Date: 2008-Dec
Pages: 1
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
WWC Quick Review of the Article "Teaching Science as a Language: A 'Content-First' Approach to Science Teaching"
What Works Clearinghouse
This study examined whether whether teaching scientific concepts using everyday language before introducing scientific terminology improves the understanding of these concepts. The research described in this article is consistent with What Works Clearinghouse (WWC) evidence standards. Strengths: The study is a well implemented randomized controlled trial. Cautions: The study did not use a standardized assessment tool. It is unclear how well this test captures understanding of the core concepts concerning photosynthesis. It is also unclear whether the content-first lesson improved student retention of this information, because this test was administered immediately after the lesson was completed. [The following article is the focus of this "Quick Review": "Teaching Science as a Language: A 'Content-First' Approach to Science Teaching." "Journal of Research in Science Teaching," 45(5), 529-553. Bryan A. Brown and Kihyun Ryoo, April 2008 (EJ793041).]
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://www.whatworks.ed.gov/
Publication Type: Reports - Evaluative
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)
Identifiers - Location: California
IES Funded: Yes