A Longitudinal Study of a 5th Grade Science Curriculum Based on the 5E Model

Autor/inn/en	Scott, Timothy P.; Schroeder, Carolyn; Tolson, Homer; Huang, Tse-Yang; Williams, Omah M.
Titel	A Longitudinal Study of a 5th Grade Science Curriculum Based on the 5E Model
Quelle	In: Science Educator, 23 (2014) 1, S.49-55 (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3277
Schlagwörter	Grade 5; Elementary School Science; Science Curriculum; School Districts; College School Cooperation; Longitudinal Studies; Scores; Science Achievement; Textbooks; Teaching Models; Training; Teaching Methods; Achievement Gap; Comparative Analysis; Statistical Analysis; Gender Differences; Ethnicity; Racial Differences; Interaction; Time; Minority Group Students; Texas; Texas Essential Knowledge and Skills + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School district; Schulbezirk; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Textbook; Text book; Schulbuch; Lehrbuch; Lehrmodell; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Geschlechterkonflikt; Ethnizität; Rassenunterschied; Interaktion; Zeit
Abstract	The Center for Mathematics and Science Education at Texas A&M University contracted with Region 4 Education Service Center (ESC) and a large, diverse school district to conduct a longitudinal study from 2005-2009. The state achievement test scores of 5th graders who were taught using a Grade 5 science textbook designed by Region 4 ESC were analyzed in this study. While the text emphasized instruction via the 5E Instructional Model, the study was undertaken to determine if sustained training and utilization of the texts by teachers and students changed the participating district's science achievement gaps at Grade 5. The school district provided their 5th grade student state science achievement test scores. Baseline data were generated from 2004-2005 scores and compared with scores from 2005-2009. Descriptive statistics were used to determine group means, standard deviations, and standard errors. Analysis of variance (ANOVA) tests were used to differentiate state science achievement group means by Test Administration Date, Gender and Ethnicity. Analysis of means by ethnicity revealed an observable achievement gap between White, African American, and Hispanic students. Science scale score means by ethnicity increased over the 5-year span. While significant 2-way interactions were determined between Test Administration Date and Gender, Test Administration Date and Ethnicity, and Gender and Ethnicity, the effect for the interactions were all small. Thus the SMEs for the interactions were not provided. Overall, the district's African American and Hispanic achievement gaps were greatly reduced, more so than the state achievement gap during the same time period. (As Provided).
Anmerkungen	National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/publications/science-educator-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10