Study
Title, Author
 |
Strategy, Subjects, Results
|
Description of Strategy/Program
|
Science Topics,
NSES Standards,
Grades, Rating
|
Study:
Webb, Nemer, & Zuniga.
Short circuits or superconductors? Effects of group composition on high-achieving students' science assessment performance.
Read full review
science_5-8_9
|
Strategy:
Collaborative group work
Subjects:
9 classes - n = 83 students - these were the number of students involved in being tested. White (89%), with small number of black students (2%), Hispanic students (2%), and Asian students (6%). Study done in Los Angeles County.
Results:
Findings indicate that homogeneous groups were better than heterogeneous groups. Importantly, with heterogeneous groups the type of interactions, that is, good sharing and assistance, strongly influenced performance more than student ability or the overall ability composition of a group. |
Description of Strategy:
This study examined the performance of high ability students when placed in groups for collaborative group work.
|
Topics
•
NSES:
Grade Level:
5-8
Rating:
5
|
Study:
Barron.
Problem solving in video-based microworlds: collaborative and individual outcomes of high-achieving sixth-grade students.
Read full review
science_5-8_10
|
Strategy:
Video-based inquiry learning activity (the Jasper Woodbury series)
Subjects:
96 sixth grade students in a public magnet school that serves academically talented students
Results:
The students who had the initial group experience demonstrated better individual performance on the subsequent repeated problem and transfer problem solving testing. |
Description of Strategy:
This study examined mathematical/scientific problem solving associated with a video-based inquiry learning activity (the Jasper Woodbury series). It contrasted students who received a group problem solving experience with student who received an individual problem solving experience.
|
Topics
•
NSES:
Grade Level:
5-8
Rating:
Not reported by reviewer
|
Study:
Smith, Maclin, Houghton, Hennessey
Waiting for title & doc file
Read full review
science_5-8_18
|
Strategy:
Subjects:
45 sixth grade students
Results:
The experimental class outperformed the control class in understanding the goals of science, the type of questions scientists ask, the nature and purpose of experiments, and the nature of science.
|
Description of Strategy:
Constructivist model curriculum centered on engaging students’ own ideas, with teacher facilitating small group work and whole class discussion.
|
Topics
•
NSES:
Grade Level:
5-8
Rating:
5 |
Study:
Satchwell and Loepp
Designing and implementing an integrated mathematics, science, and technology curriculum for middle schools.
Read full review
science_5-8_20
|
Strategy:
Learning Cycle in integrated science, math, technology curriculum
Subjects:
539 eighth grade students
Results:
The study used a four phase learning cycle model. The experimental group scored significantly higher in science process and science knowledge. They also outperformed the traditional students in mathematical procedures and problem solving.
|
Description of Strategy:
|
Topics
•
NSES:
Grade Level:
5-8
Rating:
5
|
Study:
Singhanayok and Hooper
The effects of cooperative learning and learner control on students’ achievement, option selections, and attitudes.
Read full review
science_5-8_29
|
Strategy:
Cooperative learning with learner or program controlled computer-based instruction (CBI)
Subjects:
92 sixth grade students; high and low achievers; participation voluntary
Results:
Both high and low achieving students working in cooperative learning groups had higher achievement scores than students working individually when using either learner controlled or program controlled CBI. Higher achievers showed the greatest improvement working cooperatively under learner-controlled CBI while low achieving students, working cooperatively performed better with program controlled lessons. ES .86
|
Description of Strategy:
|
Topics
• Instructional technology
•
NSES:
Grade Level:
5-8
Rating:
5
|
Study:
Jahle, Meece, Scantlebury.
Urban African-American middle school science students: does standards-based teaching make a difference?
Read full review
science_5-8_4
|
Strategy:
Subjects:
Schools with at least 30% minority students, had to have teachers who had receive Ohio statewide strategic initiative training and other teacher without such training. Schools were low performing based on Ohio data. There were 9 Ohio SSI teachers and 9 non-SSI teachers, 10 males 8 females. 3 of teachers are ethnic minorities.
Results:
Students in classrooms taught by teachers who participated on the SSI inquiry-based professional development performed better on the NAEP items that measured inquiry. The findings support the efficacy of high quality-professional development to change teaching practices and to enhance student learning.
|
Description of Strategy:
The quasi-experimental study examined the effect on standardized NAEP items for minority students that occur as a result to the Ohio State Systemic Initiative (SSI). Inquiry.
|
Topics
• Inquiry
•
NSES:
Grade Level:
5-8
Rating:
4
|
Study:
Rivard & Straw.
The effect of talk and writing on learning science: an exploratory study.
Read full review
science_5-8_5
|
Strategy:
Talking and writing on learning science
Subjects:
43 grade 8 students - 27 boys and 16 girls
Students from similar cultural and linguistic backgrounds, Franco-Manitoban and francophone (group which uses French as a first language).
Results:
Effect Size for:
| |
Posttest 1 |
Posttest 2 |
| Talk |
+.59 |
+.46 |
| Talk and Write |
+.81 |
+1.26 |
| Write |
+.04 |
+.02 |
The findings suggest that talk is important for sharing, clarifying, and distributing knowledge among peers, while asking questions, hypothesizing, explaining, and formulating ideas are important during peer discussions. Analytical writing is an important tool for transforming ideas into coherent and structured knowledge. Talk combined with writing enhances retention of science leaning over time.
|
Description of Strategy:
This study investigated the role of talking and writing on learning science. The purpose was to explore the effect of talk, writing, and talk and writing on the learning and retention of simple and integrated knowledge, and to describe the mechanisms by which talk and writing mediate these processes. The topic was ecology.
|
Topics
• Reading, writing, speaking in science
NSES:
Grade Level:
5-8
Rating:
4
|
Study:
Shymansky and Matthews.
A comparative lab study of effects of two teaching patterns on certain aspects of behavior in fifth grade science.
Read full review
science_5-8_7
|
Strategy:
Teacher Structured (Centered) Strategies (TS) vs. Student Structured (Centered) Strategies (SS)
Subjects:
Fifty-two 5th grade students in two classrooms at the Florida State University School
Results:
Students in the SS classrooms generally indicated stronger investigative skills. The difference was most dramatic with low ranking students.
|
Description of Strategy:
This study looks at the effect of Teacher Structured (Centered) Strategies (TS) vs. Student Structured (Centered) Strategies (SS) on student activity in the classroom. In the TS classroom the teacher concentrated on exhibiting a directive behavior pattern by continually telling students what activity to do and/or how to do it, followed by some form of feedback. The pattern of teacher behavior in the SS classroom was established by allowing students to invent their own activities and, after observing, questioning individual students about their investigations.
|
Topics
• Inquiry
NSES:
Grade Level:
5-8
diverse learners
Rating:
4
|
Study:
Stohr-Hunt.
An analysis of frequency of hands-on experience and science achievement.
Read full review
science_5-8_8
|
Strategy:
Hands-on inquiry-based science instruction
Subjects:
Student participants were chosen via a two-stage process. During the first stage, random sampling of schools from across the country resulted in 1052 participating schools, composed of 815 public schools and 237 private schools. Random selection in stage two provided a sample of 24,599 8th grade students with 24 students from each sampled school.
Results:
Students who engaged in hands-on activities daily or once a week scored significantly higher than students who engaged in hands-on activities once a month, less than once a month or never.
|
Description of Strategy:
This study looked at the effect of hands-on science inquiry-based science instruction on student achievement as measured by a cognitive test battery developed by Educational Testing Service to assess science knowledge and scientific reasoning ability.
|
Topics
• Inquiry
NSES:
Grade Level:
5-8
Rating:
4
|
Study:
Amaral, Garrison, Klentschy
Helping English language learners increase achievement through inquiry-based science instruction
Read full review
science_5-8_15
|
Strategy:
Science kits and science notebooks
Subjects:
Subjects: 615 fourth grade students and 635 sixth grade students
Results:
Students in the program consisting of inquiry-based kit curriculum plus the science notebook component resulted in higher gains in science achievement and writing proficiency the longer they were in the program.
|
Description of Strategy:
|
Topics
•
NSES:
Grade Level:
5-8
Also applies to K-4 level
Rating:
4
|
Study:
Tobin
Effects of extended wait time on discourse characteristics and achievement in middle school grades.
Read full review
science_5-8_16
|
Strategy:
Wait time
Subjects:
20 intact grade 6 & 7 classes
Results: Student achievement was positively correlated with increased teacher wait time of 3 to 5 seconds.
|
Description of Strategy:
Extended wait time; wait time; length of the pause preceding any teacher utterance.
|
Topics
•
NSES:
Grade Level:
5-8
Rating:
4
|
Study:
Tobin
The effect of an extended teacher wait-time on science achievement.
Read full review
science_5-8_17
|
Strategy:
Wait time
Subjects:
733 students aged 10-13
Results:
Students in the experimental classroom (longer wait time) scored significantly higher on the criterion referenced exam. Educators should advocate the use of an extended wait time as an essential component to science teaching.
|
Description of Strategy:
Wait time – length of time following a student utterance or the period of time from the end of one teacher utterance to the beginning of another.
|
Topics
•
NSES:
Grade Level:
5-8
Rating:
4 |
Study:
Yanowitz
Using analogies to improve elementary school students” inferential reasoning about scientific concepts.
Read full review
science_5-8_19
|
Strategy:
Analogies
Subjects:
126 students in grades 3-6; all students reading at or above grade level
Results:
Students taught with analogies or analogic text demonstrated better inferential reasoning than the control group.
|
Description of Strategy:
|
Topics
•
NSES:
Grade Level:
5-8
Also applies to K-4 levels
Rating:
4
|
Study:
Brigham, Scruggs, and Mastropieri
Teacher enthusiasm in learning disabilities classrooms: effects on learning and behavior
Read full review
science_5-8_24
|
Strategy:
Teacher enthusiasm
Subjects:
16 LD junior high students
Results:
Enthusiastic teacher behavior resulted in significant differences in academic performance and significant reduction on off task behavior.
|
Description of Strategy:
Teacher enthusiasm (defined by rapid, uplifting varied vocal delivery, wide open eyers, frequent, demonstrative gestures, varied, dramatic body movements, emotive facial expression, selection of varied words, animated acceptance of ideas and feelings, and exuberant, over-all energy level)
|
Topics
•
NSES:
Grade Level:
5-8
Rating:
4 |
Study:
Saunders and Shepardson
A comparison of concrete and formal science instruction upon student achievement and reasoning ability of sixth grade science students.
Read full review
science_5-8_26
|
Strategy:
Learning cycle
Subjects:
115 sixth grade students in middle school general science course
Results:
Students in the treatment group who experienced the hands-on learning cycle instruction (concrete) performed significantly better than the formal instruction group in science achievement and cognitive development as measured in the spring of the year following 9 months of instruction. These results are consistent with the growing body of evidence that points to a link between hands-on science instructional activities (learning cycle) with intellectual development and science achievement. Teachers should be cognizant of the educational value of the “learning cycle” approach as a structure for the design of classroom instruction. ES .57
|
Description of Strategy:
Learning cycle: 4 phase, Exploration, Conceptual invention, Application, Extension
|
Topics
•
NSES:
Grade Level:
5-8
Rating:
4
|
Study:
Scruggs, Mastropieri, Bakken, and Brigham
Reading versus doing: The relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms
Read full review
science_5-8_27
|
Strategy:
Activity-based inquiry approach (Kit-based curriculum)
Subjects:
40 grade 7 & 8 LD students; intact special education classes; lower SES, mean IQ 88.8
Results:
Due to serious attendance issues in this school, results are based on the 26 students with perfect attendance during the study. Students scored significantly higher on two post tests, one immediately following the unit (ES: .42) and one delayed one week (ES: 49). The inquiry approach was strongly preferred by the students and reported that the inquiry approach would make them try harder and learn more.
|
Description of Strategy:
|
Topics
• Inquiry
•
NSES:
Grade Level:
5-8
(Diverse learners)
Rating:
4
|
Study:
Akpan and Andre.
An analysis of frequency of hands-on experience and science achievement.
Read full review
science_5-8_1
|
Strategy:
Computer simulation
Subjects:
81 middle school students ranging in age from 13 to 15, enrolled in seventh-grade life science course in a mid-size, mid-western, middle school of 800 students.
Results:
Results of the study indicated that students who did the simulation before dissection, and simulation only, learned significantly more anatomy than the other two treatments. No differences were noted between the genders.
|
Description of Strategy:
In a seventh grade general science study of frog anatomy, students were tested under four different conditions: a) doing a computer simulation of a frog dissection before doing an actual dissection, b) doing the computer simulation after the actual dissection, c) doing only the computer simulation, and d) doing only the actual dissection.
|
Topics
• Instructional technology
• Programs
• Graphic organizers
NSES:
Grade Level:
5-8
Rating:
3
|
Study:
Georghiades.
Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition.
Read full review
science_5-8_2
|
Strategy:
Metacognitive instruction–students reflect on their learning
Subjects:
68 year-5 children, within the subject-unit Electricity in public primary schools in Cyprus.
Results:
The results show that the treatment increased learning in transfer and durability for the selected science concepts on electricity.
|
Description of Strategy:
In this study metacognitive instruction was interspersed into lessons on electricity by having students reflect on their learning in the form of questions/discussions, annotated drawings and concept maps. These strategies included brief discussions and comments on questions such as: "Before having this lesson, what was your belief regarding . . . Have you changed your views? If so, why? Explain to a friend how you solved that problem.” Students were also asked to keep a journal, create annotated drawings and develop concept maps.
|
Topics
•
NSES:
Grade Level:
5-8
Rating:
3
|
Study:
Holliday and McGuire.
How can comprehension adjunct questions focus students' attention and enhance concept learning of a computer-animated science lesson?
Read full review
science_5-8_3
|
Strategy:
Inserting adjunct questions that focus on science concepts after computer-animated sequences.
Subjects:
160 eighth-grade students enrolled in two middle-class urban junior high schools. They were above average in general ability and were enrolled in an earth science course. None of the students had been exposed to formally presented instructional information on heat or temperature (the subject matter dealt with in this investigation) during their junior high school experience.
Results:
Previous studies have shown that this type of questioning enhances student learning when used with text passages. Significant learning gains were not found, but the study helps to identify further questions to be pursued in the area of adjunct questions and student leaning gains. |
Description of Strategy:
This study was designed to look at the effect of inserting adjunct questions that focus on science concepts after computer-animated sequences. The study focused on students' intentional processes or practice processing. It also pursued the question of how that metacognitive scaffolding would affect learning when used in conjunction with visual media.
|
Topics
• Instructional technology
NSES:
Grade Level:
5-8
Rating:
3
|
Study:
Roadrangka and Yearny.
A study of the relationships among type and quality of implementation of science teaching strategy and student formal reasoning ability student engagement.
Read full review
science_5-8_6
|
Strategy:
Teaching quality or teaching style
Subjects:
One hundred forty-seven students in 14 classes in middle and high schools in Georgia
Results:
The data showed that the more indirect the teaching strategy, the greater the student engagement in the learning task. High quality teaching also increased student engagement. Considering this descriptive data in conjunction with experimental studies that indicate a positive relationship between time on task and student engagement and student achievement support a student centered classroom environment.
|
Description of Strategy:
This descriptive study was designed to see if teaching quality or teaching style impacted time on task or student achievement as measured by a tool to determine formal reasoning ability.
|
Topics
•
NSES:
Grade Level:
5-8, 9-12
Rating:
3 |
Study:
Klein, Chung, Osmundson, and Herl.
The validity of knowledge mapping as a measure of elementary students' scientific understanding.
Read full review
science_5-8_11
|
Strategy:
Knowledge maps
Subjects:
Participants were fifty-six 4th and 5th grade science students of mixed ethnicity and socioeconomic status. All students attended a university laboratory school in Los Angeles and were from two separate classes of the same instructor. Students were equivalent in achievement and other academic indicators and did not have prior mapping experience.
Results:
Analysis of students ‘work showed that in the majority of cases, knowledge mapping seems to accurately assess students’ scientific understanding but in some cases, it may underestimate their knowledge. Results correlated more closely with the essay test results than the results from the multiple-choice test. |
Description of Strategy:
The design of this research involved having experts develop knowledge maps over concepts taught to fourth and fifth graders. The students then developed their own knowledge maps online over the same topics. Their maps were evaluated and compared to the "expert" using a match-to-expert algorithm
Subjects:
Participants were fifty-six 4th and 5th grade science students of mixed ethnicity and socioeconomic status. All students attended a university laboratory school in Los Angeles and were from two separate classes of the same instructor. Students were equivalent in achievement and other academic indicators and did not have prior mapping experience. |
Topics
•
NSES:
Grade Level:
5-8
Rating:
3
|
Study:
Songer, Lee, and Kam.
Technology-rich inquiry science in urban classrooms: what are the barriers to inquiry pedagogy?
Read full review
science_5-8_12
|
Strategy:
The program "The Kids as Global Scientists: Weather” (KGS).
Subjects:
From a group of 258 classroom settings with approximately 240 teachers and 10,861 fourth- to eighth-grade students from 40 states, six local sixth-grade teachers in the Detroit (Michigan) public schools (DPS) were selected for this study. The district serves 95% minority students of whom more than 70% are eligible for free or reduced-price lunches. Students in the experimental schools reflected larger district trends. The teachers varied in background from one year in the system to 3 having 25 years experience.
Results:
Despite many barriers to the use of technology in these classrooms the program was implemented and the overall student gains in science content and science inquiry were significant at the 0.001 level. |
Description of Strategy:
The strategies employed in this investigation involve students in data collection, data comparison and critique, explanation building, communication of ideas, and real-time predictions. Students investigate questions of their own design. The student activities are based on the program "The Kids as Global Scientists: Weather” (KGS). Students are involved in interactions with fellow students and online with scientists.
|
Topics
• Inquiry
• Instructional technology
NSES:
Grade Level:
5-8
Rating:
3
|
Study:
Ardac and Akaygun
Effectiveness of multimedia-based instruction that emphasizes molecular representations on students' understanding of chemical change.
Read full review
science_5-8_21
|
Strategy:
Multi-media instruction in chemistry
Subjects:
49 eighth grade students
Results:
Students in the experimental (using the multi-media program) group outperformed students in the control group on test scores and the ease with which they were able to make and explain self-made particulate representations of chemical change. ES=.83
|
Description of Strategy:
|
Topics
•
NSES:
Grade Level:
5-8
Rating:
3
|
Study:
Riley
The effects of teachers’ wait-time and knowledge comprehension questioning on science achievement
Read full review
science_5-8_22 |
Strategy:
Increased wait-time and cognitive level of questioning
Subjects:
129 grade 2-5 students
Results:
Students in the long wait time (5 seconds) groups scored significantly higher on the achievement test than the students in the medium (3 seconds) and short wait time (1 second) groups. Students in the medium wait time group scored significantly higher than student in the short wait time group.
|
Description of Strategy:
|
Topics
•
NSES:
Grade Level:
5-8
Rating:
3
|
Study:
Boyd and George
The effect of science inquiry on the abstract categorization behavior of deaf children.
Read full review
science_5-8_23
|
Strategy:
Use of manipulatives to learn categorization
Subjects:
26 deaf children aged 10-13
Results:
The sensory experiences with the manipulatives are critical in the development of categorization skills.
|
Description of Strategy:
|
Topics
•
NSES:
Grade Level:
5-8
(Diverse learners)
Rating:
3 |
Study:
Mastropieri, Scruggs, Boon, Carter
Correlates of inquiry learning in science: constructing concepts of density and buoyancy.
Read full review
science_5-8_25
|
Strategy:
Constructivist inquiry-based classroom environment and predictors of success
Subjects:
75 grades 1-6 students; 24 were normally achieving and 51 were identified as having high incidence disabilities Results:
Preconceptions and achievement scores were not predictive of success in the inquiry activity. IQ and grade level were the strongest predictors of inquiry learning. |
Description of Strategy:
|
Topics
• Inquiry
NSES:
Grade Level:
5-8
Also applies to K-4 level
(Diverse learners)
Rating:
3
|
Study:
Singer, Tai, and Wu
Students’ understanding of the particulate nature of matter
Read full review
science_5-8_28
|
Strategy:
Project based science (PBS)
Subjects:
900 seventh grade students in inner city urban school; 90 % African-American
Results:
Results are based on data from 587 students due to high mobility rate in the district. Students’ understanding of basic concepts in PBS content (particulate nature of matter) increased and concepts was retained over time as measured on pre and post tests. (ES=.91) Project-based science incorporates promising curriculum design features that enable the teacher to differentiate for different learning styles and needs.
|
Description of Strategy:
|
Topics
• Programs
NSES:
Grade Level:
5-8
(Diverse learners)
Rating:
3
|
Added June 21, 06
Study:
Lee, Okhee; Anderson, Charles.
Task engagement and conceptual change in middle school science classrooms.
Read full review
science_5-8_44
|
Strategy:
Task engagement and use of prior knowledge
Subjects:
12 sixth grade students; Midwestern urban district ethnically diverse
Results:
Results suggest that curriculum materials and instructional programs should take into consideration the interplay of students’ personal agendas with the goals and values of the science curriculum, the teacher, and the school and that “social bonding” may be an important factor in improving students’ success. |
Description of Strategy:
Classes were instructed using a curriculum which emphasized investigations and activities. The level of students’ task engagement was observed and evaluated using a variety of approaches.
|
Topics:
• Conceptual Change
NSES: Science as Inquiry; Physical Science: Properties and changes in properties of matter
Grade Levels:
K-4, 5-8
Rating: 3
|
Added June 21, 06
Study:
Klein, Davina, C.D.; Chung, Gregory, K.W.K; Osmundson, Ellen; Herl, Howard E.
The validity of knowledge mapping as a measure of elementary students’ scientific understanding.
Read full review
science_5-8_45
|
Strategy:
Knowledge mapping as an assessment tool
Subjects:
56 fourth and fifth grade students of mixed ethnicity and SES; urban school
Results:
Knowledge mapping accurately assessed students’ understanding, although for some students may slightly underestimate students’ understanding. This problem may be addressed if students were more familiar with knowledge maps as a way of demonstrating their understanding. Results suggest that knowledge mapping may measure deeper conceptual scientific understandings. |
Description of Strategy:
Three assessment approaches were used: knowledge maps, essay test, and multiple choice tests in order to evaluate the effectiveness of knowledge mapping to assess student understanding of the concepts.
|
Topics:
• Graphic Organizers
• Concept mapping;
• Instructional technology
NSES: Graphic Organizers; Concept mapping; Instructional technology
Grade Levels:
K-4, 5-8
Rating: 3
|
Added June 21, 06
Study:
Parker, Verilette; Gerber, Brian
Effects of a science intervention program on middle-grade student achievement and attitudes.
Read full review
science_5-8_46 |
Strategy:
Learning cycle and Cooperative learning
Subjects:
11 African American fifth and sixth grade students from low SES families; rural school
Results:
There was improvement in attitudes from slightly negative to neutral. The knowledge level of all students improved, some dramatically. Pretest mean was 3.o and posetest mean was 8.64, which was statistically significant with p ≤ 0.001. |
Description of strategy:
This study was on a five week summer intervention program designed to improve attitudes and science achievement. The intervention used a learning cycle approach with an emphasis on cooperative learning. |
Topics:
• Learning cycle
• Cooperative
• Learning
Inquiry
NSES: Science as Inquiry
Grade Levels:
5-8
Rating: 3
|
Added June 21, 06
Study:
Keys, Carolyn W.
The development of scientific reasoning skills in conjunction with collaborative writing assignments: an interpretive study of six ninth-grade students.
Read full review
science_5-8_47 |
Strategy:
Collaborative writing assignments
Subjects:
Six ninth grade general science students; suburban junior high school; Midwest metropolitan school
Results:
Gains were reported in the ability of students to construct meaning for relevant textbook passages, formulate new models of scientific events based on observations and other relevant information, and make clearer and more explicit comparisons of various scientific phenomena. |
Description of strategy:
Students worked in pairs to compose collaborative reports about their laboratory activities using scaffolded report guidelines. Report guidelines provided scaffolding for each report-writing task by using specific questioning prompts to structure student responses. |
Topics:
•Reading , Writing & Speaking in Science
• Conceptual change
• Inquiry
NSES: Science as Inquiry; Physical Science
Grade Levels:
5-8
Rating: 3 |
Study:
Yore, Craig, & Majuire.
Index of science reading awareness: an interactive-constructive model, test verification, and grades 4-8 results.
Read full review
science_5-8_14 |
Strategy:
Metacognitive awareness
Subjects:
School district: British Columbia, 5 schools.
532 students in grades 4 - 8: 261 females, 271 males.
Wide range SES.
Results:
The results of this study suggest explicit science reading instruction that takes place during subject matter lessons with subject matter textbooks could improve reading and science achievement. Learning from printed and scientific texts is an important element to achieving and maintaining science literacy. |
Description of Strategy:
This study attempted to clarify the concept of metacognitive awareness of science reading, science text and science reading strategies.
|
Topics
• Reading, writing, speaking in science
NSES:
Grade Level:
5-8
Rating:
2
|
| Meta-analyses |
Study:
Wise and Okey.
A meta-analysis of the effects of various science teaching strategies on achievement.
Read full review
science_5-8_13 |
Strategy:
Questioning, wait-time, testing frequency and level, focusing on objectives, use of manipulatives, presentation variations, inquiry, use of audio-visuals, grading, revision of instructional materials, teacher directions
Subjects:
The studies used in this meta-analysis included U. S. students in grades 6 through college.
Results:
The study concluded that wait-time is highly significant; focusing, questioning techniques, and use of manipulatives are moderately significant; inquiry, presentation mode, testing, and teacher direction are lower in significance. The effective classroom informs students of objectives, provides frequent feedback to students, engages students, gives students responsibility for defining tasks and has fewer students
|
Description of Strategy:
This was a meta-analysis of 160 studies which addressed questioning, wait-time, testing frequency and level, focusing on objectives, use of manipulatives, presentation variations, inquiry, use of audio-visuals, grading, revision of instructional materials, teacher directions, class size and all sciences grades 6 through college.
|
Topics
•
NSES:
Grade Level:
6-college
Rating:
NA
Meta-
analysis
|
.