Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement

Autor/inn/en	Kaderavek, Joan N.; Paprzycki, Peter; Czerniak, Charlene M.; Hapgood, Susanna; Mentzer, Gale; Molitor, Scott; Mendenhall, Robert
Titel	Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement
Quelle	In: International Journal of Science Education, 42 (2020) 7, S.1124-1143 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Molitor, Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1749908
Schlagwörter	Early Experience; Science Instruction; Grade 5; Elementary School Students; Science Achievement; Teacher Certification; Faculty Development; Educational Practices; Active Learning; Inquiry; Intervention; Program Effectiveness; Science Teachers; Family Involvement; Primary Education; Racial Differences; Gender Differences; Ohio + Suchen Sie Ihr Suchwort? Frühbeginn; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Bildungspraxis; Aktives Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Primarbereich; Rassenunterschied; Geschlechterkonflikt
Abstract	This study investigated if student placement in a primary grade 1-3 classroom with a teacher who had been trained in a U.S. science Framework-aligned [National Research Council. (2012). "A framework for K-12 science education: Practices, crosscutting concepts and core ideas." The National Academies Press] professional development science approach impacted student science achievement as measured in 5th grade. Students in the treatment group also received take-home science materials and treatment families were invited to participate in community-based science events. A two-level, random-slope mixed regression model was used to assess the effect of the treatment on later student achievement as measured by performance on the Science Subtest of the Ohio Achievement Assessment. This study found that students from the treatment group scored significantly higher on 5th grade science tests as compared to their peers. Overall, this study suggests that providing Framework-aligned science instruction, coupled with parent support, during early years improves science skills in later elementary grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01