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Science
- Index of All Research Reviews
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About
This Project •
Selecting
Content
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Definitions
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Upcoming
Additions
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How
to Get Studies
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Help
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The List
of All Science Reviews This
page functions as an index of all the science reviews of scientifically
based research studies. The reviews are listed under the science
topics shown here. A review may apply to more than one topic.
Science Topics Reviewers
selected the following science
topics, upon which the Content
Network research articles focus. Use the following ten topic links
to see a list of applicable reviews. (Reviews may be listed under
multiple topics.) Reviews' titles take you to grade-level
web pages for additional information.
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On this page
and in the tables of all the grade-level pages, reviews are numbered
as follows: pages, scroll to the desired review. Example: science_k-4_1
refers to science review # 1, applicable to grades kindergarten
to 4th.
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Inquiry
Title:
Comparative
analysis of science achievement in Michigan school districts using Science
and technology for children (STC).
Review: science_k-4_1
Summary: This research study compared a kit-based science program, Science,
Technology, and Children (STC) to a traditional text book science program. The
experimental group's student achievement increased faster than the state at
large in 10 of the 15 districts. This increase was present in suburban, small
town schools, moderate SES and rural poor, although the results were greater
in higher SES school districts. Although this study does not make comparisons
of STC with other kit-based programs, it does provide evidence of the value
of such inquiry-based programs. Integrity of implementation of the STC program
was self reported and not reported by all participating teachers. It would be
important to ascertain how the program is being implemented before drawing conclusions
about the cause effect in this study.
Title:
The effect of inquiry teaching and advanced
organizers upon student outcomes. (since this a dual meta-analysis this report
deals only with the inquiry teaching portion). Review: science_k-4_3
Summary: This is a meta-analysis of 39 studies spanning 1957-1980. These
studies looked at inductive (examples, observations, and experiments done prior
to forming conclusions) vs. deductive teaching (formulating generalizations
prior to illustrative examples) approaches. Results suggest that the inductive
approaches are more effective when higher levels of thought, learning experiences,
and outcomes are expected. It was also note that the inductive approach was
most successful when integrated throughout the curriculum and grade levels.
Title: Urban African-American Middle
School Science Students: Does Standards-Based Teaching Make a Difference?
Review: science_5-8_4
Summary: The quasi-experimental study examined the effect on standardized
NAEP items for minority students that occur as a result to the Ohio State Systemic
Initiative (SSI). Students in classrooms taught by teachers who participated
on the SSI inquiry-based professional development performed better on the NAEP
items that measured inquiry. The findings support the efficacy of high quality-professional
development to change teaching practices and to enhance student learning.
Title: A Comparative Lab Study of
Effects of Two Teaching Patterns on Certain Aspects of Behavior in Fifth Grade
Science Review: science_5-8_7
Summary: This study looks at the effect of Teacher Structured (Centered)
Strategies (TS) vs. Student Structured (Centered) Strategies (SS) on student
activity in the classroom. In the TS classroom the teacher concentrated on exhibiting
a directive behavior pattern by continually telling students what activity to
do and/or how to do it, followed by some form of feedback. The pattern of teacher
behavior in the SS classroom was established by allowing students to invent
their own activities and, after observing, questioning individual students about
their investigations. Students in the SS classrooms generally indicated stronger
investigative skills. The difference was most dramatic with low ranking students.
Title: An Analysis of Frequency of
Hands-on Experience & Science Achievement Review: science_5-8_8
Summary: This study looked at the effect of hands-on science inquiry-based
science instruction on student achievement as measured by a cognitive test battery
developed by Educational Testing Service to assess science knowledge and scientific
reasoning ability. Prior studies that compared traditional textbook instruction
to inquiry-based instruction have had mixed results. The idea of this study
was to look at the frequency of the hands-on inquiry-based experiences. Students
who engaged in hands-on activities daily or once a week scored significantly
higher than students who engaged in hands-on activities once a month, less than
once a month or never. The frequency of hands-on activities was reported by
the students' teachers.
Title: Effects of emphasizing hypothetical-predictive
reasoning within the science learning cycle on high school students' process
skills and conceptual understandings in biology. Review: science_9-12_13
Summary: This study was designed to compare the use of a prediction/hypothesis
discussion prior to the use of a traditional learning cycle approach to the
use of the learning cycle model only. Significant gains were found in the experimental
group in conceptual understanding and process skills ability. Most also were
stronger in terms of logical thinking ability. The prediction discussion is
not a complex pedagogical strategy, but two days of initial training was provided
the participating teachers.
Title: Performance of students in project-based science classrooms on
a national measure of science achievement. Review: science_9-12_16
(missing file).
Summary: The purpose of this study was to investigate the effects of
conceptual assignments and conceptual change discussions on students' achievement
and misconceptions about force and motion. The results show that the conceptual
change discussion was an effective means of reducing the number of misconceptions
students held about force and motion. The conceptual change discussion was also
effective in improving students' understanding of force and motion.
Title:
Mapping to know the
effects of representational guidance and reflective assessment on scientific
inquiry. Review: science_9-12_18
Summary: This study addresses the effects of two methods of representational
guidance to teach fundamental inquiry process skills, such as reasoning: (a)
Software-based mapping of evidential consistency relationships and word-processor
based report writing during scientific inquiry and (b) The use of reflective
assessment rubrics in the form of specific inquiry criteria to support students’
interactions with external representations during problem-solving activities.
The instructional strategy placed students in a problem-solving situation where
they worked in teams to investigate a challenging science problem and formulate
a conclusion based on the results of their inquiry. Each class investigated
three problems on the web: mass extinction at the end of the dinosaur era, the
evolution of marine iguanas, and a mysterious disease once common on Guam. Explicit
reflection was most useful along with evidence mapping and fewer gains were
noted when used with prose representations.
Title: Estimating
the impact of instructional practices on student achievement in science. Review:
science_9-12_20 missing file
Summary:
Title:
Examining the Development of scientific reasoning in ninth grade physical science
students. Review: science_9-12_21
missing file
Summary:
Title:
Effect of Instruction Using Microcomputer Simulations & Conceptual Change Strategies
in Science Learning the Development of Scientific Reasoning in Ninth Grade Physical
Science Students Review: science_9-12_22 missing
file
Summary:
Title:
Reformed
undergraduate instruction and its subsequent impact on secondary school teaching
practice and student achievement. Review:
science_9-12_23
Summary: In
a quasi-experimental study, biology teachers who had received education in biology
using active student, inquiry oriented teaching based on AAAS models were in
turn more likely to use a similar model in their own teaching. In addition,
the pupils of these high school biology teachers did better on a biology achievement
test. Across math and science, high school teachers who were exposed to the
AAAS model teaching in their content courses were more likely to use active
student, inquiry oriented teaching in their own teaching.
Title:
What
are the relative effects of reasoning ability and prior knowledge on biology
achievement in expository and inquiry classes?
Review:
science_9-12_28
Summary: The
inquiry method resulted in overall higher scores than the expository approach.
Scores of students with the highest reasoning abilities (hypothetical) were
identical for each type instruction. Given that reasoning ability appears to
be a significant predictor of achievement in introductory college biology course,
high school biology instructors would be well advised to design instruction
to develop the reasoning ability of their students than covering a wide range
of biology concepts. The results suggest that students woud be better served
by courses that teach inquiry and focus on the development of scientific reasoning
and the acquisition of fewer concepts.
Life
Science
itle:
Using a Computer Before Dissection to
Help Students Learn Anatomy Review: science_5-8_1
Summary: In a seventh grade general science study of frog anatomy,
students were tested under four different conditions: a) doing a computer simulation
of a frog dissection before doing an actual dissection, b) doing the computer
simulation after the actual dissection, c) doing only the computer simulation,
and d) doing only the actual dissection. Results of the study indicated that
students who did the simulation before dissection and the simulation only, learned
significantly more anatomy than the other two treatments. No differences were
noted between the genders.
Title:
The Effect of Talk & Writing on Learning
Science: An Exploratory Study Review: science_5-8_5
Summary: This study investigated the role of talking and writing on leaning
science. The purpose was to explore the effect of talk, writing, and talk and
writing on the learning and retention of simple and integrated knowledge, and
to describe the mechanisms by which talk and writing mediate these processes.
The finding suggest that talk is important for sharing, clarifying, and distributing
knowledge among peers, while asking questions, hypothesizing, explaining, and
formulating ideas are important during peer discussions. Analytical writing
is an important tool for transforming ideas into coherent and structured knowledge.
Talk combined with writing enhances retention of science leaning over time.
Previous studies indicate that talking or writing improve student learning.
More research should be done to see how these two modalities cognitively mesh
together during learning.
Title: Effects of Concept and Vee
Mapping Under Three Learning Modes on Students' Cognitive Achievement in Ecology
and Genetics Review: science_9-12_6
Summary: This study addresses the effect of concept and vee mapping heuristics
on student achievement. The study looked at three learning modes, individual,
cooperative groups, and cooperative-competitive groups. The study also wanted
to determine the effect of ability level and gender on cognitive achievement.
The results indicate that concept and vee mapping increase student achievement
in all three learning modes. Low, medium and high achievers all performed significantly
better when using concept and vee mapping. These results suggest that the use
of these graphic organizers help students learn science concepts. It should
be noted that professional development on how to use concept and vee mapping
is necessary.
Title: The Microcomputer &
Achievement & Attitudes in High School Biology Review: science_9-12_10
Summary: This study was designed to determine the impact of computer
instruction on achievement and attitudes of students in biology classes. The
intervention involved the use of microcomputers to expand, enrich and supplement
the laboratory and lecture components of a traditional biology course. The difference
between the computer-loaded (experimental) classes and the traditional classes
was in the use of computer simulations. All students in the experimental classes
used the computer an average of 60% of the class time during the experiment
with topics such as genetics, population studies, ecology, and environmental
studies. Between 70% and 80% of the laboratory activity utilized the computer
in one way or another. Students in the experimental group scored significantly
higher on both academic achievement tests and attitude measures.
Title: The effect of concept mapping
on students' anxiety and achievement in biology. Review: science_9-12_11
Summary: This study was designed to find out 1) whether concept mapping
can reduce anxiety and enhance achievement in biology; and 2) whether concept
mapping was more beneficial to one gender or the other. The experimental group
was required to construct concept maps for each lesson. The control group was
taught with traditional expository methods. It was determined that concept mapping
did reduce anxiety in biology classes and that the results were more dramatic
for males. The cultural environment (Nigeria) for this study where females are
less encouraged to study science, may explain the gender differences. It is
important to note that anxiety does impact students' ability to learn science
concepts.
Title: Effects of emphasizing hypothetical-predictive
reasoning within the science learning cycle on high school students' process
skills and conceptual understandings in biology. Review: science_9-12_13
Summary: This study was designed to compare the use of a prediction/hypothesis
discussion prior to the use of a traditional learning cycle approach to the
use of the learning cycle model only. Significant gains were found in the experimental
group in conceptual understanding and process skills ability. Most also were
stronger in terms of logical thinking ability. The prediction discussion is
not a complex pedagogical strategy, but two days of initial training was provided
the participating teachers.
Title: Science Process Skills of
10th Grade Biology Students in a Computer-Assisted Learning Setting Review:
science_9-12_14
Summary: This study was designed to determine the impact of computer-assisted
learning integrated with classroom laboratory instruction on students' academic
achievement and mastery of science process skills. The software used in the
study was a software program called The Growth Curve of Microorganisms, developed
by the authors. It was designed to overcome the usual problems with this topic
of several long-term laboratory sessions, materials and suitable equipment that
is not always available. It was also designed to provide high-level cognitive
activities, such as decision making and problem solving, in the instructional
process. The experimental group performed significantly better on the achievement
test and the science process skills measures. The science process skills where
significant growth was found were: graph communications, interpreting data,
and controlling variables.
Title: Mapping to Know the Effects
of Representational Guidance & Reflective Assessment on Scientific Inquiry
Review: science_9-12_18
Summary: al guidance to teach fundamental inquiry process skills, such
as reasoning: (a) Software-based mapping of evidential consistency relationships
and word-processor based report writing during scientific inquiry and (b) The
use of reflective assessment rubrics in the form of specific inquiry criteria
to support students’ interactions with external representations during
problem-solving activities. The instructional strategy placed students in a
problem-solving situation where they worked in teams to investigate a challenging
science problem and formulate a conclusion based on the results of their inquiry.
Each class investigated three problems on the web: mass extinction at the end
of the dinosaur era, the evolution of marine iguanas, and a mysterious disease
once common on Guam. Explicit reflection was most useful along with evidence
mapping and fewer gains were noted when used with prose representations.
Title:
Integrating pharmacology topics in high
school biology and chemistry classes improves performance. Review: science_9-12_32
Summary: Data from this study demonstrates that classrooms, where three
or four pharmacology modules are used, do indeed show significant improved performance
in areas of basic principles in biology and chemistry over classrooms using
standard textbooks.
Physical
Science
Title:
How Can Comprehension Adjunct Questions
Focus Students' Attention & Enhance Concept Learning of a Computer-Animated
Science Lesson? Review: science_5-8_1
Summary: This study was designed to look at the effect of inserting adjunct
questions which focus on science concepts after computer-animated sequences.
The study focused on students' intentional processes or practice processing.
It also pursued the question of how that metacognitive scaffolding would affect
learning when used in conjunction with visual media. Previous studies have shown
that this type questioning enhances student learning when used with text passages.
Significant learning gains were not found, but the study helps to identify further
questions to be pursued in the area of adjunct questions and student leaning
gains.
Title: Overcoming Students' Misconceptions
in Physics: The Role of Anchoring Intuitions and Analogical Validity Review:
science_9-12_4
Summary: Several specific conceptual change strategies were examined
in this study. Five lessons were designed to overcome misconceptions in three
areas: static forces, frictional forces, and Newton’s Third Law. Once the
misconception was identified an attempt was made to find examples of the concept
where students were in rough agreement with accepted physical theory. These
were anchoring examples to assist the students to build on something familiar
in the thought process in connection with the misconception. Bridging analogies
were also used to guide the students in smaller increments of understanding
supplemented by classroom discussions. This article can provide specific ideas
for addressing student misconceptions that block student understanding of science
concepts. Well developed ongoing professional development would be necessary
for teachers to implement these strategies.
Title: Effects of Conceptual Change
Assignment & Conceptual Change Discussions on Students' Misconceptions &
Achievement Regarding Force & Motion Review: science_9-12_5
Summary: This study examined the effect of project-based science (PBS)
on student achievement as measured by the National Assessment of Educational
Progress (NAEP) science test. The PBS pedagogy in this study was built around
five features: engage students in investigation of real life questions, result
in students developing products that address the problem, enable students to
engage investigations, involve students in community inquiry, and promote students'
use of cognitive tools. These were 8-15 week projects. This study shows that
students in inquiry-based science classrooms will not be disadvantaged on large-scale
achievement tests.
Title: Dynamic Mental Models in
Leaning Science: The Importance of Constructing Derivational Linkages Among
Models Review: science_9-12_7
Summary: This study meets the gold standard for design, but because it
is a small scale study and because it does not compare the treatment to traditional
instruction, it losses some in importance.
In an experimental comparison between two groups of high school students studying
electrical circuits, students who used a simulation program that helped them
see the links between simpler models (explanations or understandings) and more
complex models were better able to solve electricity circuit problems.
I think the take home message is very important and bears examination in additional
research. Take home message: In helping students understand, a instructional
intervention that helps them construct the transition or linkage between their
current understanding and the new understanding (model) they must construct
proves helpful to the students in doing that construction. This result generalizes
to any parallel situation, in my view.
Title: Effects of Computer Simulations
& Problem Solving Approaches on High School Student Review: science_9-12_8
Summary: This study was designed to determine the impact of three instructional
models in chemistry classes. Students in the study were taught by problem-solving
approach, computer simulated experiment, or a conventional approach. Students'
academic achievement and science process skills improved significantly with
the problem solving model and the computer simulation experiment when compared
to the conventional approach. Student attitudes were significantly more positive
with the computer simulated experiment.
Title: Effects of Integrated Video
Media on Student Achievement & Attitudes in High School Chemistry Review:
science_9-12_9
Summary: The integrated enhanced-video media in this study was the World
of Chemistry video series used within chemistry micro-units. The treatment employed
teacher lesson guides that enabled the teacher to stop the videotape approximately
every 5-7 min. for a teacher-student question-answer interaction time. The treatment
micro-units were 1-3 days in length with at least eight mandatory interactive
video-enhanced treatments (approximately 1/month) carried out in the treatment
classrooms over the course of the academic year. The treatment and control group
teachers taught the same micro-units during the time of this study. However,
the control group teachers did not use the World of Chemistry video series.
The experimental group gains in knowledge and logical thinking were significantly
greater than gains of the control group.
Title: Building an Organized Knowledge
Base: Concept Mapping & Achievement in Secondary School Science [physics?]
Review: science_9-12_15
Summary: This study compared the achievement in secondary school physics
relative to three levels of involvement of concept mapping in a unit on conservation
of energy and momentum. The average age of the subjects in the study was 17
years. The control group had no experiences in concept mapping. The first treatment
group was given an assignment on concept mapping at the conclusion of the unit
of study. They had experience with concept mapping in the two previous units.
The second treatment group was required to complete a concept map the first
or second day of instruction of the key concepts in the unit. They were encouraged
to revise their concept maps as the unit progressed. This group also had experience
with concept mapping in two previous units of study. The study concluded that
for these sample groups that received instruction on concept mapping students
scored significantly higher than groups that received standard instruction.
The level of treatment (amount of concept mapping) was related to the gain in
achievement. Groups that mapped concepts prior to, during, and subsequent to
instruction recorded higher posttest scores. The level of use of concept mapping
was a strength of this study. Limitations of the study were the sample size
and that this study was done in only one school by only one teacher. The implementation
validity cannot be answered on the basis of this study.
Title:
Revalidation Study of Physics Resources and Instructional
Strategies for Motivating Students (PRISMS). Review: science_9-12_19
Summary:
Title:
Examining the Development of Scientific Reasoning
in Ninth Grade Physical Science Students. Review: science_9-12_21
Summary:
Title:
Effect of Instruction Using Microcomputer Simulations
& Conceptual Change Strategies in Science Learning the Development of Scientific
Reasoning in Ninth Grade Physical Science Students. Review: science_9-12_22
Summary:
Title:
The
role of instructional variables in conceptual change in high school physics
topics.
Review:
science_9-12_27
Summary: This
study investigated three instructional variables to determine which most successfully
eliminated misconceptions regarding the path of falling object from a moving
airplane or hand. The three instructional variables researched were viewing
a demonstration, student-to-student discussion and reading a refutational text.
Refutational texts are those that are designed to make readers aware of the
inadequacy of their intuitive ideas. Of the three instructional variables, refutational
text had the strongest overall effect in improving test scores. Students who
saw the demonstration and read the text outperformed students who participated
in all three activities. Student-to-student discussions often caused students
with naïve concepts to convince others to reach erroneous conclusions.
Title:
Integrating
pharmacology topics in high school biology and chemistry classes improves performance.
Review: science_9-12_32
Summary:
Data from this study
demonstrates that classrooms, where three or four pharmacology modules are used,
do indeed show significant improved performance in areas of basic principles
in biology and chemistry over classrooms using standard textbooks.
Earth/Space
Science
Title:
Using a Computer Before Dissection to
Help Students Learn Anatomy Review: science_5-8_1
Summary: In a seventh grade general science study of frog anatomy,
students were tested under four different conditions: a) doing a computer simulation
of a frog dissection before doing an actual dissection, b) doing the computer
simulation after the actual dissection, c) doing only the computer simulation,
and d) doing only the actual dissection. Results of the study indicated that
students who did the simulation before dissection and the simulation only, learned
significantly more anatomy than the other two treatments. No differences were
noted between the genders.
Title:
The Impact of Different Forms of Micromedia
CAI on Students' Science Achievement Review: science_9-12_2
Summary: This study examined the comparative effect of a teacher-centered
and a student-centered approach to teaching about earth science concepts using
computer assisted instruction. The participants were tenth-grade earth science
students in Taiwan. After a one-week study of earth science topics related to
typhoons, students in the experimental teacher-centered approach groups scored
significantly higher on an academic achievement test than the student-centered
comparison groups. The experimental groups also scored significantly higher
on the knowledge and application subtests than the comparison groups. The strength
of this study is the help it gives teachers in designing instructional strategies
for computer-assisted instruction considering the amount of teacher guidance
needed. The weakness of the study is in the short time frame of the intervention
and the fact that the instructional material and the test were developed by
the researcher and the teacher
Science
and Technology
Title:
Using a Computer Before Dissection to
Help Students Learn Anatomy Review: science_5-8_1
Summary: In a seventh grade general science study of frog anatomy,
students were tested under four different conditions: a) doing a computer simulation
of a frog dissection before doing an actual dissection, b) doing the computer
simulation after the actual dissection, c) doing only the computer simulation,
and d) doing only the actual dissection. Results of the study indicated that
students who did the simulation before dissection and the simulation only, learned
significantly more anatomy than the other two treatments. No differences were
noted between the genders.
Title: How Can Comprehension Adjunct
Questions Focus Students' Attention & Enhance Concept Learning of a Computer-Animated
Science Lesson? Review: science_5-8_3
Summary: This study was designed to look at the effect of inserting adjunct
questions which focus on science concepts after computer-animated sequences.
The study focused on students' intentional processes or practice processing.
It also pursued the question of how that metacognitive scaffolding would affect
learning when used in conjunction with visual media. Previous studies have shown
that this type questioning enhances student learning when used with text passages.
Significant learning gains were not found, but the study helps to identify further
questions to be pursued in the area of adjunct questions and student leaning
gains.
Title: The Impact of Different Forms
of Micromedia CAI on Students' Science Achievement Review: science_9-12_2
Summary: This study examined the comparative effect of a teacher-centered
and a student-centered approach to teaching about earth science concepts using
computer assisted instruction. The participants were tenth-grade earth science
students in Taiwan. After a one-week study of earth science topics related to
typhoons, students in the experimental teacher-centered approach groups scored
significantly higher on an academic achievement test than the student-centered
comparison groups. The experimental groups also scored significantly higher
on the knowledge and application subtests than the comparison groups. The strength
of this study is the help it gives teachers in designing instructional strategies
for computer-assisted instruction considering the amount of teacher guidance
needed. The weakness of the study is in the short time frame of the intervention
and the fact that the instructional material and the test were developed by
the researcher and the teacher.
Title: Meta-Analysis: A Comparative
Analysis of the Effects of Computer-Assisted Instruction on Student Achievement
in Differing Science & Demographical Areas Review: science_9-12_3
Summary: This meta-analysis looked at eleven previous studies to determine
the difference in academic achievement between students exposed to computer-assisted
instruction to supplement traditional methodology and those who were taught
through traditional methods in the areas of general science, biology, chemistry
and physics. The studies indicate that computer-assisted instruction tends to
have a positive effect on student achievement. This study looked at three educational
settings, urban, suburban, and rural. The effects were greatest for urban students.
Title:
Effects of Computer Simulations & Problem
Solving Approaches on High School Student Review: science_9-12_8
Summary: This study was designed to determine the impact of three instructional
models in chemistry classes. Students in the study were taught by problem-solving
approach, computer simulated experiment, or a conventional approach. Students'
academic achievement and science process skills improved significantly with
the problem solving model and the computer simulation experiment when compared
to the conventional approach. Student attitudes were significantly more positive
with the computer simulated experiment.
Title: Effects of Integrated Video
Media on Student Achievement & Attitudes in High School Chemistry Review:
science_9-12_9
Summary: The integrated enhanced-video media in this study was the World
of Chemistry video series used within chemistry micro-units. The treatment employed
teacher lesson guides that enabled the teacher to stop the videotape approximately
every 5-7 min. for a teacher-student question-answer interaction time. The treatment
micro-units were 1-3 days in length with at least eight mandatory interactive
video-enhanced treatments (approximately 1/month) carried out in the treatment
classrooms over the course of the academic year. The treatment and control group
teachers taught the same micro-units during the time of this study. However,
the control group teachers did not use the World of Chemistry video series.
The experimental group gains in knowledge and logical thinking were significantly
greater than gains of the control group.
Title: The Microcomputer &
Achievement & Attitudes in High School Biology Review: science_9-12_10
Summary: This study was designed to determine the impact of computer
instruction on achievement and attitudes of students in biology classes. The
intervention involved the use of microcomputers to expand, enrich and supplement
the laboratory and lecture components of a traditional biology course. The difference
between the computer-loaded (experimental) classes and the traditional classes
was in the use of computer simulations. All students in the experimental classes
used the computer an average of 60% of the class time during the experiment
with topics such as genetics, population studies, ecology, and environmental
studies. Between 70% and 80% of the laboratory activity utilized the computer
in one way or another. Students in the experimental group scored significantly
higher on both academic achievement tests and attitude measures.
Title:
Science Process Skills of 10th Grade Biology
Students in a Computer-Assisted Learning Setting Review: science_9-12_14
Summary: This study was designed to determine the impact of computer-assisted
learning integrated with classroom laboratory instruction on students' academic
achievement and mastery of science process skills. The software used in the
study was a software program called The Growth Curve of Microorganisms, developed
by the authors. It was designed to overcome the usual problems with this topic
of several long-term laboratory sessions, materials and suitable equipment that
is not always available. It was also designed to provide high-level cognitive
activities, such as decision making and problem solving, in the instructional
process. The experimental group performed significantly better on the achievement
test and the science process skills measures. The science process skills where
significant growth was found were: graph communications, interpreting data,
and controlling variables.
History
of Science
Title:
The History of Science Cases for High
Schools in Student Understanding of Science & Scientists Review:
science_9-12_12
Summary: Letters were sent to 255 science teachers across the country
which yielded 108 participating classes with 2615 students completing the post-test.
Schools were widely distributed geographically and included private and public
schools with a typical cross-section of schools in the United States.
Programs
Title:
Comparative analysis of science achievement
in michigan school districts using Science and technology for children
(STC). Review: science_k-4_1
Summary: This research study compared a kit-based science program, Science,
Technology, and Children (STC) to a traditional text book science program. The
experimental group's student achievement increased faster than the state at
large in 10 of the 15 districts. This increase was present in suburban, small
town schools, moderate SES and rural poor, although the results were greater
in higher SES school districts. Although this study does not make comparisons
of STC with other kit-based programs, it does provide evidence of the value
of such inquiry-based programs. Integrity of implementation of the STC program
was self reported and not reported by all participating teachers. It would be
important to ascertain how the program is being implemented before drawing conclusions
about the cause effect in this study.
Title: Using a Computer Before Dissection
to Help Students Learn Anatomy Review: science_5-8_1
Summary: In a seventh grade general science study of frog anatomy,
students were tested under four different conditions: a) doing a computer simulation
of a frog dissection before doing an actual dissection, b) doing the computer
simulation after the actual dissection, c) doing only the computer simulation,
and d) doing only the actual dissection. Results of the study indicated that
students who did the simulation before dissection and the simulation only, learned
significantly more anatomy than the other two treatments. No differences were
noted between the genders.
Title: Revalidation
Study of Physics Resources and Instructional Strategies for Motivating Students
(PRISMS) Review: science_9-12_19 missing file
Summary:
Graphic
Organizers
Title:
Comparative analysis of science achievement
in Michigan school districts using Science and technology for children
(STC). Review: science_k-4_1
Summary: This research study compared a kit-based science program, Science,
Technology, and Children (STC) to a traditional text book science program. The
experimental group's student achievement increased faster than the state at
large in 10 of the 15 districts. This increase was present in suburban, small
town schools, moderate SES and rural poor, although the results were greater
in higher SES school districts. Although this study does not make comparisons
of STC with other kit-based programs, it does provide evidence of the value
of such inquiry-based programs. Integrity of implementation of the STC program
was self reported and not reported by all participating teachers. It would be
important to ascertain how the program is being implemented before drawing conclusions
about the cause effect in this study.
Title:
The effect of inquiry teaching and advanced
organizers upon student outcomes. (since this a dual meta-analysis this report
deals only with the inquiry teaching portion). Review: science_k-4_3
Summary: This is a meta-analysis of 39 studies spanning 1957-1980. These
studies looked at inductive (examples, observations, and experiments done prior
to forming conclusions) vs. deductive teaching (formulating generalizations
prior to illustrative examples) approaches. Results suggest that the inductive
approaches are more effective when higher levels of thought, learning experiences,
and outcomes are expected. It was also note that the inductive approach was
most successful when integrated throughout the curriculum and grade levels.
Title: Using a computer before dissection
to help students learn anatomy. Review:
science_5-8_1
Summary: In a seventh
grade general science study of frog anatomy, students were tested under four
different conditions: a) doing a computer simulation of a frog dissection before
doing an actual dissection, b) doing the computer simulation after the actual
dissection, c) doing only the computer simulation, and d) doing only the actual
dissection. Results of the study indicated that students who did the simulation
before dissection and the simulation only, learned significantly more anatomy
than the other two treatments. No differences were noted between the genders.
Title: Effects of concept and vee
mapping under three learning modes on students' cognitive achievement in ecology
and genetics. Review: science_9-12_6
Summary: This study addresses the effect of concept and vee mapping heuristics
on student achievement. The study looked at three learning modes, individual,
cooperative groups, and cooperative-competitive groups. The study also wanted
to determine the effect of ability level and gender on cognitive achievement.
The results indicate that concept and vee mapping increase student achievement
in all three learning modes. Low, medium and high achievers all performed significantly
better when using concept and vee mapping. These results suggest that the use
of these graphic organizers help students learn science concepts. It should
be noted that professional development on how to use concept and vee mapping
is necessary.
Title:
The effect of concept mapping on students'
anxiety and achievement in biology. Review: science_9-12_11
Summary: This study was designed to find out 1) whether concept mapping
can reduce anxiety and enhance achievement in biology; and 2) whether concept
mapping was more beneficial to one gender or the other. The experimental group
was required to construct concept maps for each lesson. The control group was
taught with traditional expository methods. It was determined that concept mapping
did reduce anxiety in biology classes and that the results were more dramatic
for males. The cultural environment (Nigeria) for this study where females are
less encouraged to study science, may explain the gender differences. It is
important to note that anxiety does impact students' ability to learn science
concepts.
Title: Building an organized knowledge
base: concept mapping and achievement in secondary school physics. Review:
science_9-12_15
Summary: This study compared the achievement in secondary school physics
relative to three levels of involvement of concept mapping in a unit on conservation
of energy and momentum. The average age of the subjects in the study was 17
years. The control group had no experiences in concept mapping. The first treatment
group was given an assignment on concept mapping at the conclusion of the unit
of study. They had experience with concept mapping in the two previous units.
The second treatment group was required to complete a concept map the first
or second day of instruction of the key concepts in the unit. They were encouraged
to revise their concept maps as the unit progressed. This group also had experience
with concept mapping in two previous units of study. The study concluded that
for these sample groups that received instruction on concept mapping students
scored significantly higher than groups that received standard instruction.
The level of treatment (amount of concept mapping) was related to the gain in
achievement. Groups that mapped concepts prior to, during, and subsequent to
instruction recorded higher posttest scores. The level of use of concept mapping
was a strength of this study. Limitations of the study were the sample size
and that this study was done in only one school by only one teacher. The implementation
validity cannot be answered on the basis of this study.
Teaching
Strategies
Title:
Reviewing
integrated science and mathematics: the search for evidence and definitions
from new perspectives. Review: science_meta-hurley
Summary: This is meta-study which combined results
of thirty-one studies relating to the integration of math and science. All studies
included control groups and measured student achievement. Studies were grouped
into five categories. Not all approached produced positive results and those
that did produced greater gains in science than in mathematics. Two that produced
highly significant results in science and slight gains in math were (1) instruction
where either science or math was the major discipline and (2) instruction where
science and mathematics had equal emphasis. Highly significant results in math
and somewhat significant results in science were obtained when both were planned
conceptually together but taught sequentially. Negative results were obtained
when parallel concepts were planned and taught simultaneously. Slightly positive
gains were obtained when science and math were taught partially together and
partially as separate disciplines.
Title:
A curriculum strategy that expands time
for in-depth elementary science instruction by using science-based reading strategies:
effects of a year-long study in grade four. Review: science_k-4_5
Summary: An integrated curriculum strategy emphasizing science process
skills and hands-on activities expanded the time allocated for in-depth science
instruction by replacing a district-adopted basal reading program with science
content reading to facilitate applied comprehension skills. The study investigated
the combined effect of these curricular components on student achievement, attitudes,
and self-confidence in reading and science. Students in the experimental group
in this year long study demonstrated increased achievement in reading and science,
as well as improved attitudes and self confidence relating to reading and science.
Title: Implementing an in-depth expanded
science model in elementary schools: multi-year findings, research issues, and
policy implications.Review: science_k-4_6
Summary: This paper is a research summary of research findings and policy
implications over a 5 year period. The implementation of the IDEAS model focused
on replacing the time allocated for traditional reading/language arts instruction
with a daily 2 hour block dedicated to in depth science concept instruction
(e.g. concept-focused teaching, hands-on activities, extensive utilization of
science process skills, enhanced reading of trade science materials, concept
map construction, journal writing). he results showed that both groups made
improvement, but the improvement of the experimental group was significantly
greater.
Title:
Using a Computer Before Dissection to
Help Students Learn Anatomy Review: science_5-8_1
Summary: In a seventh grade general science study of frog anatomy,
students were tested under four different conditions: a) doing a computer simulation
of a frog dissection before doing an actual dissection, b) doing the computer
simulation after the actual dissection, c) doing only the computer simulation,
and d) doing only the actual dissection. Results of the study indicated that
students who did the simulation before dissection and the simulation only, learned
significantly more anatomy than the other two treatments. No differences were
noted between the genders.
Title: Beyond Conceptual Change Learning
in Science Education: Focusing on Transfer, Durability and Metacognition
Review: science_5-8_2
Summary: In this study metacognitive instruction was interspersed into
lessons on electricity by having students reflect on their learning in the form
of questions/discussions, annotated drawings and concept maps. These strategies
included brief discussions and comments on questions such as: �ore
having this lesson, what was your belief regarding . . . Have you changed your
views? If so, why? Explain to a friend how you solved that problem.” Students
were also asked to keep a journal, create annotated drawings and develop concept
maps. The results show that the treatment increased learning in transfer and
durability for the selected science concepts in this study.
Title: How Can Comprehension Adjunct
Questions Focus Students' Attention & Enhance Concept Learning of a Computer-Animated
Science Lesson? Review: science_5-8_3
Summary: This study was designed to look at the effect of inserting adjunct
questions which focus on science concepts after computer-animated sequences.
The study focused on students' intentional processes or practice processing.
It also pursued the question of how that metacognitive scaffolding would affect
learning when used in conjunction with visual media. Previous studies have shown
that this type questioning enhances student learning when used with text passages.
Significant learning gains were not found, but the study helps to identify further
questions to be pursued in the area of adjunct questions and student leaning
gains.
Title:
The Effect of Talk & Writing on Learning
Science: An Exploratory Study Review: science_5-8_5
Summary: This study investigated the role of talking and writing on leaning
science. The purpose was to explore the effect of talk, writing, and talk and
writing on the learning and retention of simple and integrated knowledge, and
to describe the mechanisms by which talk and writing mediate these processes.
The finding suggest that talk is important for sharing, clarifying, and distributing
knowledge among peers, while asking questions, hypothesizing, explaining, and
formulating ideas are important during peer discussions. Analytical writing
is an important tool for transforming ideas into coherent and structured knowledge.
Talk combined with writing enhances retention of science leaning over time.
Previous studies indicate that talking or writing improve student learning.
More research should be done to see how these two modalities cognitively mesh
together during learning.
Title: A study of the Relationships
Among Type & Quality of Implementation of Science Teaching Strategy &
Student Formal Reasoning Ability & Student Engagement Review:
science_5-8_6
Summary: This descriptive study was designed to see if teaching quality
or teaching style impacted time on task or student achievement as measured by
a tool to determine formal reasoning ability. Student teachers taught all classes
and were analyzed for teaching strategy. Ten students out of each class were
randomly selected and their behaviors coded and analyzed for student engagement
in on-task vs. off-task behavior. Thirty-nine class periods of qualitative observation
during one semester of classes were conducted. The data showed that the more
indirect the teaching strategy, the greater the student engagement in the learning
task. High quality teaching also increased student engagement. Considering this
descriptive data in conjunction with experimental studies that indicate a positive
relationship between time on task and student engagement and student achievement
support a student centered classroom environment.
Title: A Comparative Lab Study of
Effects of Two Teaching Patterns on Certain Aspects of Behavior in Fifth Grade
Science Review: science_5-8_7
Summary: his study looks at the effect of Teacher Structured (Centered)
Strategies (TS) vs. Student Structured (Centered) Strategies (SS) on student
activity in the classroom. In the TS classroom the teacher concentrated on exhibiting
a directive behavior pattern by continually telling students what activity to
do and/or how to do it, followed by some form of feedback. The pattern of teacher
behavior in the SS classroom was established by allowing students to invent
their own activities and, after observing, questioning individual students about
their investigations. Students in the SS classrooms generally indicated stronger
investigative skills. The difference was most dramatic with low ranking students.
Title: An Analysis of Frequency of
Hands-on Experience & Science Achievement Review: science_5-8_8
Summary: This study looked at the effect of hands-on science inquiry-based
science instruction on student achievement as measured by a cognitive test battery
developed by Educational Testing Service to assess science knowledge and scientific
reasoning ability. Prior studies that compared traditional textbook instruction
to inquiry-based instruction have had mixed results. The idea of this study
was to look at the frequency of the hands-on inquiry-based experiences. Students
who engaged in hands-on activities daily or once a week scored significantly
higher than students who engaged in hands-on activities once a month, less than
once a month or never. The frequency of hands-on activities was reported by
the students' teachers.
Title: Short Circuits or Superconductors?
Effects of Group Composition on High-Achieving Students' Science Assessment
Performance Review: science_5-8_9
Summary: This study examined the performance of high ability students
when placed in groups for collaborative group work. Findings indicate that homogeneous
groups were better than heterogeneous groups. Importantly, with heterogeneous
groups the type of interactions, that is, good sharing and assistance, strongly
influenced performance more than student ability or the overall ability composition
of a group.
Title: Dialogic discussion and the
Paideia seminar Review: science_9-12_1
Summary: This study examined the implementation of dialogic discussion
as a means to promote critical thinking. Results indicated that the teacher
struggles in making the transition from "teacher-fronted" discussion
to dialogic discussion. Consequently, students did not transition easily into
the role of instigators of the discussion. Although such discussion is thought
to engage students in critical thinking and questioning that results in developing
meaningful understanding, long term intense professional development would be
necessary for this intervention to be successful.
Title: Effects of Conceptual Change
Assignment & Conceptual Change Discussions on Students' Misconceptions &
Achievement Regarding Force & Motion Review: science_9-12_5
Summary: This study examined the effect of project-based science (PBS)
on student achievement as measured by the National Assessment of Educational
Progress (NAEP) science test. The PBS pedagogy in this study was built around
five features: engage students in investigation of real life questions, result
in students developing products that address the problem, enable students to
engage investigations, involve students in community inquiry, and promote students'
use of cognitive tools. These were 8-15 week projects. This study shows that
students in inquiry-based science classrooms will not be disadvantaged on large-scale
achievement tests.
Title:
Dynamic Mental Models in Leaning Science:
The Importance of Constructing Derivational Linkages Among Models Review:
science_9-12_7
Summary: This study meets the gold standard for design, but because it
is a small scale study and because it does not compare the treatment to traditional
instruction, it losses some in importance.
In an experimental comparison between two groups of high school students studying
electrical circuits, students who used a simulation program that helped them
see the links between simpler models (explanations or understandings) and more
complex models were better able to solve electricity circuit problems.
I think the take home message is very important and bears examination in additional
research. Take home message: In helping students understand, a instructional
intervention that helps them construct the transition or linkage between their
current understanding and the new understanding (model) they must construct
proves helpful to the students in doing that construction. This result generalizes
to any parallel situation, in my view.
Title: Effects of Computer Simulations
& Problem Solving Approaches on High School Student Review: science_9-12_8
Summary: This study was designed to determine the impact of three instructional
models in chemistry classes. Students in the study were taught by problem-solving
approach, computer simulated experiment, or a conventional approach. Students'
academic achievement and science process skills improved significantly with
the problem solving model and the computer simulation experiment when compared
to the conventional approach. Student attitudes were significantly more positive
with the computer simulated experiment.
Title: The effect of concept mapping
on students' anxiety and achievement in biology. Review: science_9-12_11
Summary: This study was designed to find out 1) whether concept mapping
can reduce anxiety and enhance achievement in biology; and 2) whether concept
mapping was more beneficial to one gender or the other. The experimental group
was required to construct concept maps for each lesson. The control group was
taught with traditional expository methods. It was determined that concept mapping
did reduce anxiety in biology classes and that the results were more dramatic
for males. The cultural environment (Nigeria) for this study where females are
less encouraged to study science, may explain the gender differences. It is
important to note that anxiety does impact students' ability to learn science
concepts.
Title: Effects of emphasizing hypothetical-predictive
reasoning within the science learning cycle on high school students' process
skills and conceptual understandings in biology. Review: science_9-12_13
Summary: This study was designed to compare the use of a prediction/hypothesis
discussion prior to the use of a traditional learning cycle approach to the
use of the learning cycle model only. Significant gains were found in the experimental
group in conceptual understanding and process skills ability. Most also were
stronger in terms of logical thinking ability. The prediction discussion is
not a complex pedagogical strategy, but two days of initial training was provided
the participating teachers.
Title: Performance of students in project-based science classrooms on
a national measure of science achievement. Review: science_9-12_16(missing
file).
Summary: The purpose of this study was to investigate the effects of
conceptual assignments and conceptual change discussions on students' achievement
and misconceptions about force and motion. The results show that the conceptual
change discussion was an effective means of reducing the number of misconceptions
students held about force and motion. The conceptual change discussion was also
effective in improving students' understanding of force and motion.
Title:
Teaching science problem-solving: an overview
of experimental work. Review: science_9-12_17
Summary: This paper is a meta-analysis that looks at to what extent cognitive
characteristics in an intervention that teach science problem solving relate
to the effectiveness of the intervention in producing student achievement in
problem solving. These studies indicate that relevant cognitive processing is
necessary for effective science problem solving to occur and for enduring results
that positively impact student learning. A variety of interventions were described
as effective to engage cognitive processing.
Title:
Mapping to know the effects of representational
guidance & reflective assessment on scientific inquiry Review:
science_9-12_18
Summary: This
study addresses the effects of two methods of representational guidance to teach
fundamental inquiry process skills, such as reasoning: (a) Software-based mapping
of evidential consistency relationships and word-processor based report writing
during scientific inquiry and (b) The use of reflective assessment rubrics in
the form of specific inquiry criteria to support students’ interactions
with external representations during problem-solving activities. The instructional
strategy placed students in a problem-solving situation where they worked in
teams to investigate a challenging science problem and formulate a conclusion
based on the results of their inquiry. Each class investigated three problems
on the web: mass extinction at the end of the dinosaur era, the evolution of
marine iguanas, and a mysterious disease once common on Guam. Explicit reflection
was most useful along with evidence mapping and fewer gains were noted when
used with prose representations.
Title:
Estimating the impact of instructional
practices on student achievement in science. Review: science_9-12_20
Summary: This study examined the comparative effect of a teacher-centered
and a student-centered approach to teaching about earth science concepts using
computer-assisted instruction. The students in the experimental teacher-centered
group scored higher on the knowledge and application subtests of the academic
achievement test given to measure progress. Given the short duration (one week)
and the small sample, generalizing beyond this study is not recommended. It
may give teachers ideas in developing instructional strategies for computer-assisted
instruction.
Title:
Examining the Development of Scientific Reasoning in Ninth Grade Physical Science
Students Review: science_9-12_21 missing file
Summary:
Title:
Effect history of science cases for high
schools in development of student understanding of science and scientists.
Review: science_9-12_22
Summary: This study was designed to investigate the effects of instruction
using computer simulations along with conceptual change strategies. Students
who were identified as holding a misconception about the concept of velocity
experienced a computer program designed to address specific misconceptions.
Results of this study were mixed with one result showing no effect and a second
showing a significant effect. This software is not generally available but the
reader should know that it was designed to provide the student with specific
examples that challenged his/her misconceptions.
Title:
Reformed
undergraduate instruction and its subsequent impact on secondary school teaching
practice and student achievement. Review:
science_9-12_23
Summary: In
a quasi-experimental study, biology teachers who had received education in biology
using active student, inquiry oriented teaching based on AAAS models were in
turn more likely to use a similar model in their own teaching. In addition,
the pupils of these high school biology teachers did better on a biology achievement
test. Across math and science, high school teachers who were exposed to the
AAAS model teaching in their content courses were more likely to use active
student, inquiry oriented teaching in their own teaching.
Title:
From
nationwise standardized testing to school-based alternative embedded assessment
in Israel: students' performance in the Matriculation 2000 project.
Review:
science_9-12_24
Summary: As
compared to teaching in traditional classes that used nationwide standardized
achievement tests, teaching, in high school chemistry and biology in Israel,
using alternative, embedded assessments and teaching methods more consistent
with the US national standards, led to higher achievement on an evaluator constructed
achievement test that assessed both lower level (more memory/comprehension)
and higher level (more problem-solving) use of knowledge. The effects were bigger
on higher-level knowledge assessments.
Title:
Constructivist
learning environments in science classes in Korea. Review:
science_9-12_25
Summary: The
results of this study indicates that grade 10 Korean general science students,
in a class which was designed so that students would learn about and understand
basic science concepts through inquiry and negotiation, held more positive perceptions
of their learning environment than did grade 11 students who studied an academic-centered
science curriculum. There were statistically significant positive relationships
between classroom environment and student attitudes.
Title:
Effect
of instruction on using students' prior knowledge and conceptual change strategies
on science learning. Review:
science_9-12_26
Summary: This
study provides evidence that using instructional strategies incorporating students'
prior knowledge (alternative conceptions) results in improved understanding
of science concepts. The experimental group achieved significantly greater positive
change scores than the control group on the subtest for the three scientific
conceptions as a result of instruction. These results indicate that the instructional
strategy that incorporated students' prior knowledge was responsible for the
acquisition of a significantly greater number of scientific conceptions of density,
mass, and volume than the instructional strategy used with the control group.
The limitations of the study are small sample size and the study being conducted
in South Africa. Strengths of the study are that the results of this study support
the results of a body of research that supports the necessity of taking students'
prior knowledge into account when planning instruction.
Title:
The
role of instructional variables in conceptual change in high school physics
topics.
Review:
science_9-12_27
Summary: This
study investigated three instructional variables to determine which most successfully
eliminated misconceptions regarding the path of falling object from a moving
airplane or hand. The three instructional variables researched were viewing
a demonstration, student-to-student discussion and reading a refutational text.
Refutational texts are those that are designed to make readers aware of the
inadequacy of their intuitive ideas. Of the three instructional variables, refutational
text had the strongest overall effect in improving test scores. Students who
saw the demonstration and read the text outperformed students who participated
in all three activities. Student-to-student discussions often caused students
with naïve concepts to convince others to reach erroneous conclusions.
Title:
What
are the relative effects of reasoning ability and prior knowledge on biology
achievement in expository and inquiry classes?
Review:
science_9-12_28
Summary: The
inquiry method resulted in overall higher scores than the expository approach.
Scores of students with the highest reasoning abilities (hypothetical) were
identical for each type instruction. Given that reasoning ability appears to
be a significant predictor of achievement in introductory college biology course,
high school biology instructors would be well advised to design instruction
to develop the reasoning ability of their students than covering a wide range
of biology concepts. The results suggest that students woud be better served
by courses that teach inquiry and focus on the development of scientific reasoning
and the acquisition of fewer concepts.
Title:
Effects
of learning cycle and traditional text on comprehension of science concepts
by students at differing reasoning levels. Review:
science_9-12_29
Summary: This
study compared student comprehension and understanding of text material based
on the learning cycle with text having the same number of words but sequenced
in a traditional manner. Comparisons were made with students having different
reasoning levels.
Title:
Interpreting
pragmatic meaning when reading popular reports of science. Review:
science_9-12_30
Summary: Students
were asked to read five popular reports of science and to interpret their pragmatic
meaning, that is, the meaning of the reports in relation to the goals and intentions
of the authors and the context set by the reports. The reports, with diverse
characteristics, were selected from recent issues science magazines, general
interest magazines, and newspapers.
The following characteristics were considered in making the selections: 1) Length
(could be at least be scanned in five minutes), 2) drawn from different areas
of science of interest to students, 3) emphasizing basic or applied science
(three were applied and two basic) and, 4) requiring a range of degrees of understanding
of technical scientific information that could reasonably be expected of a scientifically
literate person. The topics were, weather and sickness, new animal species,
breakfast, fission in planets and, cow's milk and diabetes.
Before reading each report students responded to one question designed to elicit
understanding of their background knowledge of, and beliefs about the topic,
and were asked to state why they responded as they did. Immediately after reading
the report they responded to questions dealing with their metacognition and
critical interpretation of the reports.
The study included a pilot phase, in which instrumentation was tested and refined.
Title:
Results
of two tenth-grade biology teaching procedures. Review:
science_9-12_31
Summary: The
purpose of this study was to investigate the effects that concrete (learning
cycle) and formal (exposition) instruction had on students of varying intellectual
development in learning concrete and formal biology concepts. Subjects in the
study were ninth- and tenth-grade high school biology students. Data from achievement
tests indicated that concrete operational and transitional students achieved
significantly more when concrete biology concepts were taught using concrete
instruction. Formal biology concepts taught using either method produced little
understanding. Concrete operational and transition-to-formal thinking students
in the concrete instruction group gained more in intellectual development than
their counterparts in the formal instruction group. While this was an experimental
design using a control group, the study's weaknesses include random assignment
of intact groups (rather than randomly assigned students to classes) and the
use of investigator-developed content achievement tests with low reliabilities
on formal concept questions.
Title:
Integrating
pharmacology topics in high school biology and chemistry classes improves performance.
Review: science_9-12_32
Summary:
Data from this study
demonstrates that classrooms, where three or four pharmacology modules are used,
do indeed show significant improved performance in areas of basic principles
in biology and chemistry over classrooms using standard textbooks.
Reading,
Writing, Speaking in Science
Title:
Valle imperial project in science (VIPS).
Four-year comparison of student achievement data, 1995-1999. Review:
science_k-4_2
Summary: This study was designed to assess the effect of a research-based
kit-based science program (STC, FOSS, and Insights) with a student notebook
component on student achievement. The Valle Imperial Project in Science involved
providing kit-based science modules along with intense professional development
for the teachers of the experimental group. It collected data for four years.
Students in the kit-based program performed significantly better on the science
subtest of the Stanford Achievement test. Students also performed higher on
a writing proficiency test. It was also noted that the longer the students were
in the program, the stronger the results. These results are very promising and
suggest the need for additional research in this area. The results are not generalizable
to other populations until more research is done.
Title:
A
curriculum strategy that expands time for in-depth elementary science instruction
by using science-based reading strategies: effects of a year-long study in grade
four. Review: science_k-4_5
Summary: An
integrated curriculum strategy emphasizing science process skills and hands-on
activities expanded the time allocated for in-depth science instruction by replacing
a district-adopted basal reading program with science content reading to facilitate
applied comprehension skills. The study investigated the combined effect of
these curricular components on student achievement, attitudes, and self-confidence
in reading and science. Students in the experimental group in this year long
study demonstrated increased achievement in reading and science, as well as
improved attitudes and self confidence relating to reading and science.
Title: Implementing
an in-depth expanded science model in elementary schools: multi-year findings,
research issues, and policy implications.Review: science_k-4_6
Summary: This
paper is a research summary of research findings and policy implications over
a 5 year period. The implementation of the IDEAS model focused on replacing
the time allocated for traditional reading/language arts instruction with a
daily 2 hour block dedicated to in depth science concept instruction (e.g. concept-focused
teaching, hands-on activities, extensive utilization of science process skills,
enhanced reading of trade science materials, concept map construction, journal
writing). he results showed that both groups made improvement, but the improvement
of the experimental group was significantly greater.
Title:
The Effect of Talk & Writing on Learning
Science: An Exploratory Study Review: science_5-8_5
Summary: This study investigated the role of talking and writing on leaning
science. The purpose was to explore the effect of talk, writing, and talk and
writing on the learning and retention of simple and integrated knowledge, and
to describe the mechanisms by which talk and writing mediate these processes.
The finding suggest that talk is important for sharing, clarifying, and distributing
knowledge among peers, while asking questions, hypothesizing, explaining, and
formulating ideas are important during peer discussions. Analytical writing
is an important tool for transforming ideas into coherent and structured knowledge.
Talk combined with writing enhances retention of science leaning over time.
Previous studies indicate that talking or writing improve student learning.
More research should be done to see how these two modalities cognitively mesh
together during learning.
Title:
Interpreting
pragmatic meaning when reading popular reports of science. Review:
science_9-12_30
Summary: Students
were asked to read five popular reports of science and to interpret their pragmatic
meaning, that is, the meaning of the reports in relation to the goals and intentions
of the authors and the context set by the reports. The reports, with diverse
characteristics, were selected from recent issues science magazines, general
interest magazines, and newspapers.
The following characteristics were considered in making the selections: 1) Length
(could be at least be scanned in five minutes), 2) drawn from different areas
of science of interest to students, 3) emphasizing basic or applied science
(three were applied and two basic) and, 4) requiring a range of degrees of understanding
of technical scientific information that could reasonably be expected of a scientifically
literate person. The topics were, weather and sickness, new animal species,
breakfast, fission in planets and, cow's milk and diabetes.
Before reading each report students responded to one question designed to elicit
understanding of their background knowledge of, and beliefs about the topic,
and were asked to state why they responded as they did. Immediately after reading
the report they responded to questions dealing with their metacognition and
critical interpretation of the reports.
The study included a pilot phase, in which instrumentation was tested and refined.
Title
(meta-analysis): Promoting conceptual
change in science: A comparative meta-analysis of instructional interventions
from reading education and science education. Review: meta-analy_guzzetti
Summary: Primary question: Is there efficacy in using any type of science
text to eradicate misconceptions? NOTE: In this analysis no distinctions were
made among the terms misconception, alternative conception, preconception, alternative
framework, intuitive science, or children's science. Secondary question: Is
one type of text more effective than another, for example, expository vs. refutational?
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Note: The
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strategy, practice or routine reviewed on this site. Information on this site
should be viewed as information for use by districts and staff development providers
as they plan staff development programs aimed at increasing the achievement
of all their students.
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Science Research Reviews
Updated 1-4-2005
(Gere)
