Experimental evaluations of elementary science programs: A best-evidence synthesis

Abstract

This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A total of 23 studies met these criteria. Among studies evaluating inquiry‐based teaching approaches, programs that used science kits did not show positive outcomes on science achievement measures (weighted ES = +0.02 in 7 studies), but inquiry‐based programs that emphasized professional development but not kits did show positive outcomes (weighted ES = +0.36 in 10 studies). Technological approaches integrating video and computer resources with teaching and cooperative learning showed positive outcomes in a few small, matched studies (ES = +0.42 in 6 studies). The review concludes that science teaching methods focused on enhancing teachers' classroom instruction throughout the year, such as cooperative learning and science‐reading integration, as well as approaches that give teachers technology tools to enhance instruction, have significant potential to improve science learning. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51:870–901, 2014.

Cooperative Learning: Review of Research and Practice

“…Similar results were obtained in a bestevidence synthesis of elementary science programs by Slavin, Lake, Hanley, and Thurston (2014) who stated that: "science teaching methods focused on enhancing teachers' classroom instruction throughout the year, such as cooperative learning and science-reading integration, as well as approaches that give teachers technology tools to enhance instruction, have significant potential to improve science learning" (p. 901). In short, there is overwhelming evidence that cooperative learning as a pedagogical practice has had a profound effect on student learning and socialization (Slavin, 2014).…”

Types, Topics and Trends: A Ten-Year Review of Research Journals in Science Education

“…"Any singled-authored account is necessarily selective and idiosyncratic" [19] and consequently four people were involved in this coding. The analysis was crosschecked and harmonized three times as it expanded, following the practice of previous reviewers [20,21].…”

Understanding the impact of a kit-based science resource on teachers' ability to engage students in science : an interpretative phenomenological analysis

“…Kit-based science programs have been in circulation since the 1960's (Jones, Robertson, Gardner, Dotger & Blanchard, 2012) and have shown to have a positive impact on student achievement (Young & Lee, 2005;Dickerson et al, 2006), student attitudes toward science (Kelly & Staver, 2005;Houston, Fraser & Ledbetter, 2008), and provides teachers with tools to enhance science learning (Robardey, Allard & Brown, 1994;Slavin, Lake, Hanley & Thurston, 2014). Some widely used kits include FOSS, which were first developed in the late 1980's and pilot tested in San Francisco.…”

“…In many districts is clear that current resources and materials are insufficient in providing students high-quality science instruction aligned to the NGSS. Improving science instruction at the elementary level will require districts to support teachers' content knowledge, limited amount of instructional time, and provide appropriate resources (Slavin et al, 2014). A best-evidence synthesis on elementary science programs by Slavin et al (2014) revealed mixed results in regard to kit-based implementation but does provide important considerations.…”

“…Improving science instruction at the elementary level will require districts to support teachers' content knowledge, limited amount of instructional time, and provide appropriate resources (Slavin et al, 2014). A best-evidence synthesis on elementary science programs by Slavin et al (2014) revealed mixed results in regard to kit-based implementation but does provide important considerations. One finding indicates that there was more improvement in achievement in studies where pedagogy was the focus rather than the implementation of a kit.…”