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ERIC Number: ED530171
Record Type: Non-Journal
Publication Date: 2012
Pages: 9
Abstractor: ERIC
Reference Count: 34
ISBN: N/A
ISSN: N/A
Multilevel Models for Estimating the Effect of Implementing Argumentation-Based Elementary Science Instruction
Shelley, Mack; Gonwa-Reeves, Christopher; Baenziger, Joan; Seefeld, Ashley; Hand, Brian; Therrien, William; Villanueva, Mary Grace; Taylor, Jonte
Society for Research on Educational Effectiveness
The purpose of this paper is to examine the impact of implementation of the Science Writing Heuristic (SWH) approach at 5th grade level in the public school system in Iowa as measured by Cornell Critical Thinking student test scores. This is part of a project that overall tests the efficacy of the SWH inquiry-based approach to build students' content knowledge, argumentation skills, and interest in science to construct the foundation of science literacy with elementary school children, so that all students "become familiar with modes of scientific inquiry, rules of evidence, ways of formulating questions and ways of proposing explanations". (Contains 1 figure and 1 table.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Iowa
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills; Iowa Tests of Educational Development