Skip to main content
SpringerLink
Log in

Using science kits to construct content understandings in elementary schools

  • Published:
Journal of Elementary Science Education

Abstract

Although there is a considerable emphasis on inquiry-based, active learning in standards documents, curriculum documents, and textbooks, there exists a great deal of debate regarding the effectiveness of specific curricular and instructional approaches, including kit-based instruction. This study examines the efficacy of science kits in improving content knowledge. The method used involved treatment and comparison groups composed of 2,299 elementary school students in third, fourth, and fifth grades from ten different schools. In all the pairings but one, there were statistical differences in favor of the treatment groups or no statistical differences, suggesting that science kits enhance students’ content understandings.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • American Association for the Advancement of Science (AAAS). (1993).Benchmarks for science literacy. New York: Oxford University Press.

    Google Scholar 

  • Campbell, D. T., & Stanley, J. C. (1981).Experimental and quasi-experimental designs for research. Boston: Houghton Mifflin.

    Google Scholar 

  • Denzin, N. K. (2001).Interpretive interactionism. Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Fraser, B. J. (1980). Science teacher characteristics and student attitudinal outcomes.School Science and Mathematics, 80, 300–308.

    Article  Google Scholar 

  • Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge.Journal of Research in Science Teaching, 34, 343–357.

    Article  Google Scholar 

  • Gennaro, E., & Lawrenz, F. (1992). The effectiveness of take-home science kits at the elementary level.Journal of Research in Science Teaching, 29(9), 985–994.

    Article  Google Scholar 

  • Grossman, J., & Tierney, J. P. (1993). The fallibility of comparison groups.Educational Review, 17(5), 556–571.

    Google Scholar 

  • Houston, L. S., Fraser, B. J., & Ledbetter, C. E. (2003, April).An evaluation of elementary school science kits in terms of classroom environment and student attitudes. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

  • Monhardt, R. M., Spotted-Elk, N., Bigman, D., Valentine, D., & Dee, H. (2002). It’s about people: A successful school/university partnership.Winds of Change, 17(1), 14–17.

    Google Scholar 

  • National Research Council (NRC). (1996).National Science Education Standards. Washington, DC: National Academy Press.

    Google Scholar 

  • NRC. (2000).Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: National Academy Press.

    Google Scholar 

  • Olguin, S. (1995). Science kits as instruction tools.On Common Ground, 4, 8.

    Google Scholar 

  • O’Sullivan, R., Fedora, P., Levine, S., MacKinnon-Tucker, D., McCullough, A., & Shaw, T. (2003, March).Comparison school equivalence: Reality or myth? Paper presented at the Annual Meeting of the North Carolina Association for Research in Education, Holly Springs, NC.

  • Perisi, C. (1975). Kindergarten science kits.Instructor, 84(8), 62–63.

    Google Scholar 

  • Rice, D. C., & Roychoudhury, A. (2003). Preparing more confident preservice elementary science teachers: One elementary science methods teacher’s self-study.Journal of Science Teacher Education, 14(2), 97–126.

    Article  Google Scholar 

  • Rubino, A. N., Barley, Z. A., & Jenness, M. (1994).Effects of science kit/inservice and kit use on teachers’ science knowledge, attitudes, and teaching. Kalamazoo: Western Michigan University Science and Mathematics Program Improvement (SAMPI). (ERIC Document Reproduction Service No. ED 382 442)

    Google Scholar 

  • Saul, W., & Reardon, J. (Eds.). (1996).Beyond the science kit: Inquiry in action. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Siegel, M. A., & Ranney, M. A. (2003). Developing the changes in attitude about the relevance of science (CARS) questionnaire and assessing two high school science classes.Journal of Research in Science Teaching, 40(8), 757–775.

    Article  Google Scholar 

  • Ward, A. (1993). Magnets and electricity.School Science Review, 74(268), 31–38.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Science Education Educational Curriculum & Instruction, Old Dominion University, 145 Education Building, 23529, Norfolk, VA

    Daniel Dickerson

  2. Florida State University, USA

    Matthew Clark

  3. East Carolina University, USA

    Karen Dawkins

  4. Wake County Public Schools, USA

    Cathy Horne

Authors
  1. Daniel Dickerson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Matthew Clark
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Karen Dawkins
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Cathy Horne
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Daniel Dickerson.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Dickerson, D., Clark, M., Dawkins, K. et al. Using science kits to construct content understandings in elementary schools. J Elem Sci Edu 18, 43–56 (2006). https://doi.org/10.1007/BF03170653

Download citation

  • Accepted:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03170653

Keywords

Search

Navigation