Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications

Abstract

Summarized are research findings and policy implications obtained over a 5 year period (51 teachers, 1200 students) from the implementation of an in-depth expanded applications of science (IDEAS) model with average, above average, and at-risk students in grades 2-5. The IDEAS model replaced the time allocated for traditional reading/language arts instruction with a daily 2 hour time-block dedicated solely to in-depth science concept instruction which encompassed reading comprehension and language arts skills (e.g. concept-focused teaching, hands-on activities, utilization of science process skills, reading of science print materials, concept map construction, journal writing). The multi-year results revealed a consistent pattern of the model's effectiveness in improving both the science understanding (effects on the Metropolitan Achievement Test-Science ranged from 0.93 to 1.6 grade equivalents) and reading achievement (effects on the Iowa Test of Basic Skills-Reading and the Stanford Achievement Tests-Reading ranged from 0.3 to 0.5 grade equivalents). Participating students also consistently displayed significantly more positive attitudes and self-confidence toward both science and reading. Interpreting the findings, the IDEAS model was considered to provide clear evidence for the importance of focusing the teaching-learning process on the conceptual structure of the curricular knowledge to be learned in a fashion consistent with research and policy issues raised by the recent TIMSS study. Also discussed was the role of the IDEAS model as a means for linking theoretical perspectives from instructional design and cognitive science to science educational reform.

Adaptation of a Knowledge-Based Instructional Intervention to Accelerate Student Learning in Science and Early Literacy in Grades 1 and 2

“…Romance and Vitale (2001) replicated and extended their initial study over an additional two-year period and obtained the same achievement outcomes in science and reading. Other research initiatives have obtained positive outcomes as well.…”

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

“…In a recent summary of their multi-year research, Vitale and Romance (2012) documented increased effects on both science and reading measures. IDEAS students have also been shown to display more positive attitudes towards and self-confidence in science and reading (Romance & Vitale, 2001). …”

The Brown Legacy and the O’Connor Challenge:Transforming Schools in the Images of Children’s Potential

“…A series of studies suggests that effective science instruction not only enhances children's knowledge about science content but also can drive large gains in the vocabulary and the syntax of academic discourse, with positive spillover effects on reading comprehension (Romance & Vitale, 2001;Guthrie, Wigfield, & Percenevich, 2004;Stein, Anggoro, & Hernandez, in press). The logic is straightforward: Good science teaching is remarkably effective in engaging young children's interest.…”