Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach.

Autor/inn/en	Hand, Brian; Shelley, Mack C.; Laugerman, Marcia; Fostvedt, Luke; Therrien, William
Titel	Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach.
Quelle	In: Science education, 102 (2018) 4, S. 693-710Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21341
Schlagwörter	Grundschulpädagogik; Lernentwicklung; Naturwissenschaftliche Bildung; Naturwissenschaftliche Kompetenz; Verständnisförderung
Abstract	In a cluster-randomized study, we investigate the impact of an argument-based approach to teaching science in elementary school on science learning and critical thinking skills. Forty-eight schools participated in the study, with data on 9,963 students across the 2 years of the intervention. Annual standardized tests assessing science content knowledge were used to evaluate the effect of the intervention on science using a hierarchical linear model. To assess critical thinking abilities, scores for the Cornell Critical Thinking instrument were assessed for the 2,353 students in fifth grade using a multilevel model. While no statistically significant gains were found for science content, there was statistically significant evidence that the intervention was associated with an improvement in critical thinking scores (p ( .05, ES = 0.167). In particular, the strongest gains were for students in the following groups: individual education plan, free and reduced price lunch, and English language learners.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3