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ERIC Number: EJ1035650
Record Type: Journal
Publication Date: 2014-Sep
Pages: 32
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-4308
Experimental Evaluations of Elementary Science Programs: A Best-Evidence Synthesis
Slavin, Robert E.; Lake, Cynthia; Hanley, Pam; Thurston, Allen
Journal of Research in Science Teaching, v51 n7 p870-901 Sep 2014
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 23 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 7 studies), but inquiry-based programs that emphasized professional development but not kits did show positive outcomes (weighted ES?=?+0.36 in 10 studies). Technological approaches integrating video and computer resources with teaching and cooperative learning showed positive outcomes in a few small, matched studies (ES?=?+0.42 in 6 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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: DRL-1019306