Abstract
The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes (N = 115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized ‘deep learning’ though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers’ classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum.
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Kim, K.H., VanTassel-Baska, J., Bracken, B.A. et al. Project Clarion: Three Years of Science Instruction in Title I Schools among K-Third Grade Students. Res Sci Educ 42, 813–829 (2012). https://doi.org/10.1007/s11165-011-9218-5
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DOI: https://doi.org/10.1007/s11165-011-9218-5