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ERIC Number: EJ887204
Record Type: Journal
Publication Date: 2010-Jul
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0950-0693
Pathway towards Fluency: Using "Disaggregate Instruction" to Promote Science Literacy
Brown, Bryan A.; Ryoo, Kihyun; Rodriguez, Jamie
International Journal of Science Education, v32 n11 p1465-1493 Jul 2010
This study examines the impact of "Disaggregate Instruction" on students' science learning. "Disaggregate Instruction" is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth-grade students received web-based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students' performance on pre- and post-test questions (multiple choice and short answer) with a qualitative analysis of students' post-test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations. (Contains 8 tables, 1 figure and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations