Effective Programs for Elementary Science: A Best-Evidence Synthesis

Autor/inn/en	Slavin, Robert E.; Lake, Cynthia; Hanley, Pam; Thurston, Allen
Institution	Center for Data-Driven Reform in Education (CDDRE)
Titel	Effective Programs for Elementary Science: A Best-Evidence Synthesis
Quelle	(2012), (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Science Achievement; Evidence; Teaching Methods; Control Groups; Science Instruction; Elementary School Science; Synthesis; Best Practices; Experimental Groups; Outcome Measures; Time on Task; Literature Reviews; Meta Analysis; Effect Size; Evaluation Criteria; Scientific Methodology; Learning Modules; Inquiry; Technology Uses in Education + Suchen Sie Ihr Suchwort? Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zeitaufwand; Meta-analysis; Metaanalyse; Learning module; Lernmodul; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	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.] (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10