Differential Use of Elementary Science Kits

Autor/inn/en	Jones, Gail; Robertson, Laura; Gardner, Grant E.; Dotger, Sharon; Blanchard, Margaret R.
Titel	Differential Use of Elementary Science Kits
Quelle	In: International Journal of Science Education, 34 (2012) 15, S.2371-2391 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.602755
Schlagwörter	Educational Strategies; Teaching Methods; Standardized Tests; Educational Change; Science Instruction; Urban Schools; Elementary School Science; Investigations; School Districts; Surveys; Science Education; Science Teachers; Science Activities; Science Curriculum; Hands on Science; Elementary School Teachers; Professional Development + Suchen Sie Ihr Suchwort? Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Untersuchung; School district; Schulbezirk; Survey; Umfrage; Befragung; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule
Abstract	The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of science kit use. A total of 503 elementary teachers from an urban school district received professional development, implemented kits in their classrooms for a year, and then completed a survey about science kit use and teaching practices. Despite similarities in demographic characteristics (gender, ethnicity, certification/educational level), there were significant differences in teachers' use of inquiry-based teaching and assessment practices by kit use. Teachers who reported using kits the most often were significantly more likely to report that their students designed and implemented laboratory investigations as well recorded, represented, and analyzed data. In addition, the high kit users indicated that they were more likely to use student groups, require students to use evidence to support claims, and use alternative assessments of student work including portfolios, notebooks, and long-term projects than those teachers who used kits less frequently. Those teachers who reported using kits the least often were significantly more likely to report having students practice for standardized tests. The role of kits in promoting reform-based teaching practices is discussed. (Contains 5 tables, 1 figure and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10