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ERIC Number: ED539695
Record Type: Non-Journal
Publication Date: 2012-May
Pages: 30
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: N/A
Effective Programs for Elementary Science: A Best-Evidence Synthesis
Slavin, Robert E.; Lake, Cynthia; Hanley, Pam; Thurston, Allen
Center for Research and Reform in Education
This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A total of 17 studies met these criteria. Among studies evaluating inquiry-based teaching approaches, programs that used science kits did not show positive outcomes on science achievement measures (weighted ES=+0.02 in 4 studies), but inquiry-based programs that emphasized professional development but not kits did show positive outcomes (weighted ES=+0.30 in 8 studies). Technology approaches integrating video and computer resources with teaching and cooperative learning showed promise (ES=+0.37 in 5 studies). The review concludes that science teaching methods focused on enhancing teachers' classroom instruction throughout the year, such as cooperative learning and science-reading integration, as well as approaches that give teachers technology tools to enhance instruction, have significant potential to improve science learning. (Contains 3 tables.) [For "Effective Programs for Elementary Science: A Best-Evidence Synthesis. Educator's Summary," see ED539696.]
Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: http://education.jhu.edu/research/crre
Publication Type: Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: Center for Data-Driven Reform in Education (CDDRE)
IES Funded: Yes
Grant or Contract Numbers: R305A040082