Effects of Activity-based Elementary Science on Student Outcomes: A Quantitative Synthesis

Abstract

In this study, meta-analysis techniques were used to synthesize research on the effectiveness of three major activity-based elementary science programs (ESS, SAPA, and SCIS), which were developed with federal support. In 57 controlled studies, outcomes were measured in over 900 classrooms; the overall mean effect size for all outcome areas was .35. The mean effect size was .52 for science process tests, .16 for science content, and .28 for affective outcomes. On the average, gains also were realized in creativity, intelligence, language, and mathematics. Only 3 of 14 coded study features were related to reported effects: Disadvantaged students derived greater benefits than other students; tests not biased in favor of the activity-based programs resulted in positive but lower effects than those favoring the activity-based approach; and published reports had higher effects than unpublished reports. The effects of particular programs reflect their relative curricular emphases. In three followup studies, student groups that had had activity-based programs in elementary school and had later experienced traditional science programs during middle school years could not be consistently distinguished from control groups.Various aspects of the science curriculum reform period have been examined by reviewers over the years. Lockard (1963)(1964)(1965)(1966)(1967)(1968)(1969)(1970)(1971)(1972)(1973)(1974)(1975)(1976)(1977) cataloged the appearance and disappearance of curriculum projects. Welch (1979) chronologized its history. Weiss (1978), through surveys, andStake &Easley (1978), through case studies, documented the use of programs and the reactions of school personnel and on-site observers. Many researchers, especially doctoral students, investigated effects of implementation and teacher training efforts and effects of the new programs on students and teachers. Smith (1969) and Gallagher (1972) presented early narrative reviews of this work. In addition, periodically, the Educational Resources Information Center (ERIC) at Ohio State and the journal, Science Education, have published summaries of studies of the programs. Most recently meta-analyses of studies evaluating the effects of the reform programs on teaching practices and

Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots

“…What is noteworthy is that no interaction between time and achievement level could be detected; in other words, the lower achieving students benefited from the intervention as much as average and high achieving students. Bredderman (1983) reviewed the results of three ''activity-based'' science programmes designed for elementary students. The conclusion was that positive results could be detected mainly in terms of ''inquiry skills''.…”

Improving attitudes toward teaching science and reducing science anxiety through increasing confidence in science ability in inservice elementary school teachers

“…In 1977, 65% of K-3 classes and 54% of 4-6 classes had used a hands-on activity of some type in their most recent lesson, by 1985-1986 these percentages had dropped to 57% for K-3 classes and 45% for 4-6 classes (Weiss, 1987). Currently, 38% of elementary science classes are taught in rooms with no science facilities or materials (Weiss, 1987) even though research has shown that investigative, inquiry-oriented and/or process approach science activities can actually help improve children's performance even in traditional science classes (Bredderman, 1983;Kyle, Shymansky, & Alport, 1982;Shymansky, Kyle, & Alport, 1982a, 1982b.…”

The Inquiry Science Implementation Scale: Development and Applications

“…Inquiry science teachers "focus and support inquiries while interacting with students," "orchestrate discourse among students about scientific ideas," "challenge students to accept and share responsibility for their own learning," "recognize and respond to student diversity and encourage all students to participate fully in science learning," and "encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science" (NRC, 1996, p. 32). A number of studies and metaanalyses (Bredderman, 1983;Cohen & Spillane, 1993;Lee, Hart, Cuevas & Enders, 2004;Lott, 1983;NRC, 1996;Shymansky, Kyle & Alport, 1983;Tamir, 1983;Von Secker & Lissitz, 1999;Wise & Okey, 1983;Wu & Hsieh, 2006) have shown that inquiry science has positively affected a variety of student outcomes such as achievement and attitudes, process skills, problem solving and creativity, vocabulary knowledge, conceptual understanding and critical thinking, inquiry abilities, and "scientific ways of thinking, talking, and writing" (NRC, 1996, p. 125; see also Anderson, 2002). 1…”