Journal of Elementary Science Education

, Volume 20, Issue 2, pp 23–37

Elementary students’ retention of environmental science knowledge: Connected science instruction versus direct instruction

Article

Abstract

This study compares 3rd-grade elementary students’ gain and retention of science vocabulary over time in two different classes—connected science instruction versusdirect instruction. Data analysis yielded that students who received connected science instruction showed less gain in science knowledge in the short term compared to students who received direct instruction. On the other hand, the growth curve demonstrated a lower rate of loss of science knowledge among students in connected science classes compared to students in direct instruction classes.

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Copyright information

© Springer 2008

Authors and Affiliations

  1. 1.Curriculum and InstructionUniversity of MinnesotaMinneapolis

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