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The Iowa Professional Development Model

 

 

 

Foundation for Reviewing Research on
Science Instructional Strategies and Programs
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Before selecting studies reviewed on this web site or making decisions based on these studies, please read the following background information about research on science instruction.

The Iowa Department of Education organized a team of science educators to review research in science education, so that Iowa school districts could access quality research results when selecting professional development content for their teachers. This Iowa Science Content Network has been charged with locating and reviewing available research on instructional strategies and student learning in science. The team is using the Handbook of Research on Teaching and The Handbook of Research on Science Teaching and Learning as well as searches conducted by team members to guide the selection of studies and categories. In selecting research for this database, studies that meet the definition of quality research as outlined in No Child Lift Behind legislation were emphasized. The studies were reviewed using a standard method and form established by the Iowa Department of Education. All research is rated by quality of research design based on the established evaluation criteria. It is critical that users remember that the rating applies to the research design, not to the quality of the intervention studied or how powerful the method, strategy, or approach is in influencing overall student achievement.

Iowa school districts' science standards are aligned with the National Science Education Standards. The science content network team used the national science standards' content categories to organize the studies reviewed. These categories include Inquiry, Life Science, Physical Science, Earth/Space Science, Science & Technology, and History of Science. Users can also search by grade bands, K-4, 5-8, 9-12 or by topics such as diverse learners, graphic organizers, teaching strategies, and the areas of reading, writing, and speaking in science.

 


In a world filled with the products of scientific inquiry, scientific literacy has become a necessity for everyone. Everyone needs to use scientific information to make choices that arise every day. Everyone needs to be able to engage intelligently in public discourse and debate about important issues that involve science and technology. Scientific literacy also is increasing importance in the workplace. More and more jobs demand advanced skills, requiring that people be able to learn, reason, think creatively, make decisions, and solve problems. The National Science Education Standards present a vision of a scientifically literate populace. The Standards apply to all students, regardless of age, gender, cultural or ethnic background, disabilities, aspirations, or interest, ability, and context. (National Science Education Standards, National Research Council, 1996)

It is important to work toward the goal of improved student achievement in science without losing the vision of the science education reform movement that is outlined in the National Science Education Standards and in the AAAS publication, Science for All Americans: Project 2061 (http://www.project2061.org/tools/bsl/default.htm). It is recommended that districts incorporate the research content into this vision. To maintain that "big picture" vision while working on targeted student achievement gains, review the elements of successful science programs listed below.

Successful Science Programs

  • Coordinate K-12 learning experiences and include all the standards
  • Align curriculum, teaching, and assessment
  • Are relevant to students
  • Connect science to other school subjects
  • Emphasize student understanding through inquiry
  • Are developmentally appropriate
  • Are accessible to all students

It is critical that schools employ evidenced-based instructional strategies in their school science programs that will result in improved student learning. This collection of studies is intended to assist districts in that endeavor. Currently thirty-seven studies have been rated and summarized. These are generally small scale studies, but collectively can serve to guide districts and teachers toward instruction that results in improved student learning. Meta-analyses and summaries of research indicate that inquiry-oriented teaching can result in outcomes that include scientific literacy, familiarity with science processes, vocabulary knowledge, conceptual knowledge, procedural knowledge, critical thinking, and positive attitudes toward science.

Criteria for the selection of studies were established by the team. The criteria used by the science content network are:

  • Study should address student achievement
  • Study should be published in a peer-reviewed source or have been conducted by an independent third party.
  • Study should be empirical
  • Study should be focused on a program, strategy/model, or practices/routines/skills.

The science content network also used a common definition of student achievement that includes the following outcomes:

  • Science content knowledge
  • Inquiry content knowledge
  • Attitudes toward science
  • Historical/social perspectives on science

The collection of research and reviews found on this website is preliminary and not to be considered exhaustive. The team is currently working on additional studies to be added to this online resource in the future.

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Updated 11-7-2006