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ERIC Number: EJ978037
Record Type: Journal
Publication Date: 2012-Oct
Pages: 17
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0157-244X
Project Clarion: Three Years of Science Instruction in Title I Schools among K-Third Grade Students
Kim, Kyung Hee; VanTassel-Baska, Joyce; Bracken, Bruce A.; Feng, Annie; Stambaugh, Tamra; Bland, Lori
Research in Science Education, v42 n5 p813-829 Oct 2012
The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes (N = 115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized "deep learning" though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers' classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Bracken Basic Concept Scale