Science

IDEASMeaningful Learning in Science with Reading Comprehension and Writing

Michael Vitale (Co-PI) Nancy Romance (PI) Jerome Haky (Co-PI) East Carolina University Florida Atlantic University Florida Atlantic University vitalem@ecu.edu romance@fau.edu hakyj@fau.edu

Science IDEAS WHATISSCIENCEIDEAS?

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What is the Science IDEAS Project?• Multi-yearresearchanddevelopmentproject(2002-2009)fundedbytheNationalScienceFoundation

• DesignedtodevelopthecapacityofschoolstoinitiateandsustaintheScienceIDEASmodelacrossgradesK-5(i.e.,scale-up)

• Involvedextensiveteacherprofessionaldevelopmentandfollow-upsupport,includingtheestablishmentofateacherleadershipcadre

• EstablishedanorganizationalinfrastructureforScienceIDEASimplementationbyschools

• DemonstratedtheachievementeffectsofScienceIDEASattheK-5levelalongwithtransfereffectsatthemiddleschoollevelinscienceandreading

• Createdstrategiesandtoolsforusebyschoolsinfuturescale-upoftheScienceIDEASmodel

What is the Science IDEAS Instructional Model?

• Integratesreadingcomprehensionwithinin-depthscienceinstructionthatcumulativelybuildsmeaningfulunderstandinginsciencebystudents

• Approachesreadingcomprehensionasaformofmeaningfulunderstanding(in-depthlearning)inscience

• Implementedonaschoolwidebasisingrades3-5throughadaily1.5-2hourinstructionalblockforlinkingscienceandliteracy(45minuteinstructionalblocksareusedinK-2)

• Includesavarietyofactivities(hands-on,reading,writing/journaling,propositionalconceptmapping,projectapplications)focusingoncorescienceconcepts(bigideas)

• Multi-daylessonsencompassactivitiesthroughwhichstudentslearnmoreaboutwhattheyarelearning

• Activatingpriorknowledgeandcumulativereviewservetofacilitatestudentlinkingofnewknowlegewiththatalreadylearned

Science IDEAS Implementation Requirements• PrincipalOverseesSchoolRequirements

»ClassroomLevel▪ Sciencetaughtdailyduringanuninterrupted1½-2hourtimeblock–thusprovidingampletimefor

-Hands-oninquirylessons(first-handinvestigations) -Journaling,writingexplanations -Readingmultiplesources -Constructingconceptmaps

▪ StudentsnotpulledfromclassduringtheScienceIDEASblock▪ Studentsmaintainsciencejournalsacrossentireyear▪ Classroomlibrariesincludesciencetexts,non-fictionbooksandleveledreaders▪ Evidenceonwallsandinhallwaysofteacherandstudentwork(e.g.,unitconceptmaps;writingfromvisuals)▪ Note:Languagearts(usingliterarygenre)taughtfor30minutesdailybutnotaspartoftheScienceIDEASblock

» SchoolwideLevel▪ Createamasterscheduleensuringfidelitytotimerequirements▪ Organize(andfacilitate)gradelevelplanningforeachnew9-weekunit

-Eachgrade(3-5)meetsfor1dayofplanningeverynineweeks -ExpandedtoincludeK-2 -IncludedaK-5sciencearticulationcommittee

▪ Monitorteacherfidelityofimplementation▪ Communicatevisionforsciencelearning▪ Usescienceasacontextforlearningteammeetings,forschoolnewsletter,forparentevents(e.g.,ParentScienceNight)▪ IncorporateintegratedscienceintotheSchoolImprovementPlan

RecentResearchRelatedtoLearningwithUnder-standing(Bransfordetal.,2000)...

Interdisciplinary Perspective on Meaningful Learning

• PriorKnowledgeisamajordeterminantoffuturelearning

• Understandinginvolvesorganizing/re-organizingknowledgearoundcoreconcepts

• Learninginvolvesknowingwhentousepriorknowledgeandforfuturelearning

Science IDEAS SCIENCEIDEASANDSTUDENTACHIEVEMENT

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Patterns of Research Evidence: 1992-2001

▪ Multi-YearFindings(ITBS/SATReading)

▪ Multi-YearFindings(ITBS/SATScience)

Overview of Science IDEAS Impact• Majorconclusion:ScienceIDEASiseffectiveinacceleratingstudentachievementoutcomesinscienceandreadingcomprehensioningrades3-4-5.

• Themagnitudeoftheeffectsexpressedingradeequivalentsonnationally-normedtests(ITBS,SAT,MAT)wereeducationallymeaningful

• ScienceIDEAScanbeconsideredaneffectivereplacementforbasalreadingprogramsthatcurrentlydominateinstructionacrossgrades3-4-5

• ImpactoftheeffectsofScienceIDEASingrades3-4-5wastransferabletogrades6-7-8.

• ScienceIDEASmodeloffersmajorimplicationsforcurricularpolicyattheelementarylevel(Vitale,Romance,&Klentschy,2006)

• AdaptationoftheScienceIDEASmodelwasshownfeasibleforgradesK-2andeffectivewithregularandat-riskstudents.

• Overall:ScienceIDEASmodelhasimplicationsforchangesincurricularpolicythatwouldlinkscienceandliteracyinelementaryclassrooms(Romance&Vitale,2008)

Research Evidence Extending the Impact of the Science IDEAS Model

Patterns of Research Evidence:2002-2007

» Grades3-8:StudentAchievementTrajectoriesinReading

Note-FigureshowsadjustedGEmeansontheITBSReadingsubtestfortheScienceIDEASandControlstudentsbyGradeLevel.CovariateswereGenderandAt-Riskstatus.DifferencebetweenScienceIDEASandControlstudentswassignificant,F(1,7145)=22.53,p>.001.TheTreatmentxGradeInteraction,wasnotsignificant.Girlsout-performedBoysinReading,F(5,7145)=24.14,p<.001.

» Grades3-8:StudentAchievementTrajectoriesinScience

Note-FigureshowsadjustedGEmeansontheITBSSciencesubtestfortheScienceIDEASandControlstudentsbyGradeLevel.CovariateswereGenderandAt-Riskstatus.DifferencebetweenScience IDEAS and Control students was significant, F( 1, 6457) = 18.8, p > .001, as was theTreatmentxGradeInteraction,F(5,6457)=4.81,p>.001supportingtheincreasingdifferencesinperformancewithGradeLevel.

Mini-StudyinGrade5:ExploringReadingComprehensionStrategyEffectivenessResults:ScienceIDEAS(vs.Basal)obtainedsignificantlyhigherachievementinReadingandScience(ITBS)-InstructionalTreatmentmaineffects(AdjustedGE) ITBSReading(ScienceIDEAS:+.38GE)ITBSScience(ScienceIDEAS:+.34GE) -MaineffectofReadingComprehensionStrategyUsenot significant.HowevertheinteractionbetweenInstructionand ReadingStrategyUsewassignificant -SimpleeffectsanalysisforTreatmentxStrategyinteraction showedStrategyUseenhancedScienceIDEASachievement impactanadditional+.17GEinScienceand+.53GEin Reading,butnotforBasalReadingclassroomsStudyconclusion:Thereadingcomprehensivestrategywasonlyeffectivewhenusedwithcontent-orientedinstruction

Mini-StudyinGradeK-2:InvestigatingtheeffectivenessofScienceIDEAS ingradesK-1and1-2Results:ScienceIDEASobtainedsignificantlyhigherachievementinReadingandScience(ITBS) -Treatmentmaineffects(AdjustedGE)ITBSReading(ScienceIDEAS:+.42GE)ITBSScience(ScienceIDEAS:+.28GE) -OthersignificanteffectsforITBSReading(Adj.GE) Contrast-EthnicityDifferences:Whitevs.Non-White(White: +.38GE) -SimpleeffectsanalysisforTreatmentxGradeInteraction showedmagnifiedeffectoftreatmentinGrade2(Science IDEAS:+.72GE),noeffectinGrade1Studyconclusion:In-depthscienceinstructionusingadaptationofScienceIDEASmodelwasfeasibleandeffectiveinprimarygrades.

Science IDEAS GOALS,PRINCIPLES,ANDSCALE-UP

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Science IDEAS: Interdisciplinary Principles

• MajorScaleUpInitiatives-BuildingSchoolCapacityandInfrastructureforSustainabilityandExpansion» SpecializedTeacherExpertise▪ Sciencecontentunderstanding▪ ScienceIDEASimplementation

»TeacherLeadershipCohort▪ Serveasin-schoolmentorsandproblemsolvers▪ Organizeanddeliversummerinstitutes▪ Serveonschoolanddistrictcurricularcommittees

» PrincipalLeadershipforScienceIDEAS▪ Supportforandmanagementofgradelevelcurricularplanningdevelopment▪ Monitoringimplementationfidelity

»DistrictManagementCapacityandInfrastructure▪ Computer-basedsystemsformonitoringimplementationstatus▪ Conductdirectobservationsofschoolclassroomsandprofessionaldevelopment.

• GeneralPerspectivesonScaleUp» Interventionevolution-Initiation,sustainability,expansion»Multi-phasescaleupsequence-capacitydevelopment,addedvalue,organizationalinfrastructuredevelopment,transferofimplementationresponsibility

• ScienceIDEASScaleUpProject(NSF/IERI)» Projectgoal-toprovidesupportnecessarytoimplementScienceIDEASmodelinanincreasingnumberofschools(from2to13schools-ingrades3-5)asameansforstudyingscale-up» Projectdesignstrategy-todevelopandvalidateamodelimplementationsystemforscale-upofScienceIDEASthatprovidesallcomponentsneededbyschoolsystemstoassumeimplementationresponsibilityforsustainabilityandexpansionoftheScienceIDEASmodel

Science IDEAS Scale-Up

Overarching Goal of K-5 Science IDEAS

Toprovidein-depthscienceinstructionacrossgradesK-5thatpreparesstudentstobesuccessfulinscienceandreadingcomprehensioninmiddle/highschoolandbeyond.

1. Usethelogicalstructureofcoreconceptsinscience(e.g.,NGSS)asthebasisforagrade-articulatedcurricularframework.

2. Insurethecurricularframeworkprovidesafirmfoundationessentialformaximizingcomprehensionof“new”contenttobetaught.

3. Provideadequatetimetoachievecumulativeconceptualunderstandingemphasizing“studentslearningmoreaboutwhattheyarelearning”.

4. GuidestudentconceptualorganizationofknowledgebyprovidingexperienceswiththesixScienceIDEASelements(e.g.,engaginginmultiplehands-oninvestigations/activities,readingacrossmultiplesourcestogather,link,andcommunicatenewknowledge[e.g.,CCSS]).

5. Providestudentswithopportunitiestorepresentthestructureofconceptualknowledgeacrosscumulativelearningexperiencesasabasisfororalandwrittencommunication(e.g.,propositionalconceptmapping,journaling/writing,applications)emphasizingevidence-basedclaims,argumentation,analysis.

6. Referenceavarietyofconceptually-orientedtasksforthepurposeofassessmentthatdistinguishesbetweenstudentswithandwithoutin-depthunderstanding(e.g.,distinguishingpositivevs.negativeexamples,usingIF/THENprinciplestopredictoutcomes,applyingabductivereasoningtoexplainphenomenaintermsofscienceconcepts).

7. Incorporatetheuseofin-depth,meaningful,cumulativelearningscienceasanecessaryfoundationfordevelopingstudentproficiencyinreadingcomprehensionandwrittencommunication

Science IDEAS SIXINSTRUCTIONALELEMENTS

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Reading Comprehension

Science ActivitiesPropositional Concept Mapping

Writing Activities / Journaling

Application Activities

MultipleFormatsforWritingtoLearnTeachersguidestudentuseofjournaling,note-taking,makingobservations,recordingdata,reportinganddisplayingwork.

Reading Multiple Sources on a Topic – Building Additional Background Knowledge

ConceptualDevelopmentEmphasis:Learningmoreaboutwhatisalreadyknownbroadensanddeepensknowledge.TeachersapplytheScienceIDEASReadingComprehensionStrategyforallwhole-classreadingassignments.

Foreachmajorunit/topic,studentsreadupto10sourcesonaspecificorrelatedtopic.Afterreading,studentscommunicatewhattheyhavelearnedusingavarityofformats(e.g.,“30WaystoShareaNon-FictionBook”).

Examplesofstudentgeneratedpropositionalconceptmapsastheyappearinjournals

Studentjournalentriesillustratingscienceapparatusandtheiruses

Meaningful Learning Supported by Classroom Interaction and Discussion

Studentscollectandanalyzedataandrecordtheirobservations(meaningfulwritingaboutscience)

Discussionshelptoextend,re-organizeandsummarizeinformationgarneredfrommultiplesources

Prior Knowledge / Cumulative ReviewAllcumulativemeaningfullearningisbasedonafoundationofpriorknowledge.InScienceIDEAS,teachersenhancestudentaccessibilityofpriorknowledgeasacontextforinstructionthroughtwocomplementarystrategies:PriorKnowledgeandCumulativeReview.InthePriorKnowledgestrategy,teachersquerystudentsaboutpriorlearningandexperiencesrelevanttoatopictobetaught.IntheCumulativeReviewstrategy,teachersfocusstudentattentiononpriorcurricularknowledgestudentshavebeenlearningaboutoveraperiodofweeks.InScienceIDEAS,PriorKnowledgetypicallyisusedasalessonintroduction,whileCumulativeReviewsarescheduledona4-6weekbasisthroughouttheschoolyear.

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Science IDEAS PROFESSIONALDEVELOPMENT

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Teacher Professional Development

• ThepurposeoftheTeacherProfessionalDevelopmentistoprepareteachersforeffectivelyimplementingScienceIDEAS,anintegratedinstructionalmodellinkinginquiry-basedsciencefocusedonacoreconceptframeworkwithformsofliteracydesignedtodeepenstudentlearninginscienceandreadingcomprehension.

• Acrosseachyearoftheproject,elementaryscienceclassroomteachersparticipateinScienceIDEASinstitutesaccordingtothefollowingschedule:Yearone–10dayssummer,5daysschoolyear;Yeartwo–5dayssummer,4daysschoolyear;Yearsthreeandfour–2dayssummer,2daysschoolyear.Yearfive-teachersparticipateinadvancedtrainingopportunities.

• Additionalprofessionaldevelopmentwasaddedtotheprojectattherequestofprimary(K-2)classroomteachers.K-2teachersreceived3daysannuallyofprofessionaldevelopment.

AreasofEmphasis:• Buildingteacherconceptualknowledgeinscience• Experiencinginquiryscience-includingbuildingarepertoireofhands-onactivities

• Constructingpropositionalconceptmaps• Settinguptheirownsciencejournal• Buildingacommunityofsciencelearners

Constructing Propositional Concept Maps to Build Science Curriculum Units

Classroomteachersusegradelevelplanningtimetoconstructconceptually-organizedpropositionalconceptmapsforinstruction,assessment,andstudentuse(e.g.,asablueprintforexpositorywriting).Teachersusemultiplesourcesincreatingmaps.

Grade Level Planning• Thepurposeofproject-requiredgradelevelplanningisforteacherstoplanoutsciencecurriculumunits(i.e.,propositionalconceptmapormaps)focusedoncoreconceptsandalignedwithstatesciencebenchmarks

• TeachersuseScienceIDEASCurriculumResourceBindersaswellasthe2009NextGenerationSunshineStateScienceStandards(BigIdeasExplained)

• Implementationofthegradelevelplanningoccursforafull-dayevery6-9weeksandincludesallteachersataspecificgradelevelacrossK-5

• FollowingconstructionoftheCurriculumUnit,teachersidentifyhowthesixelementsofScienceIDEAScanbeusedtosupportmeaningful,in-depthstudentlearning

• Teachersalsoidentifykeyresources(e.g.,inquiryactivities,journalingexperiences,sciencetextsandtradebooksfocusedonunitconcepts,technology,fieldtrips)

Science IDEAS SELECTEDPUBLICATIONSANDPRESENTATIONS

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Romance,N.R.,&Vitale,M.R.(1992).Acurriculumstrategythatexpandstimeforin-depthelementaryscienceinstructionbyusingscience-basedreadingstrategies:Effectsofayear-longstudyingradefour.JournalofResearchinScienceTeaching,29(6),545-554.

Romance,N.R.,&Vitale,M.R.(2001).Implementinganin-depthexpandedsciencemodelinelementaryschools:Multi-yearfindings,researchissues,andpolicyimplica-tions.InternationalJournalofScienceEducation,23(4),373-404.

Vitale,M.R.,Romance,N.R.,Klentschy,M.(2006).Improvingschoolreformbychangingcurriculumpolicytowardcontent-areainstructioninelementaryschools:Aresearch-basedmodel.PaperpresentedattheAnnualMeetingoftheAmericanEduca-tionalResearchAssociation,SanFrancisco,CA.

Romance,N.R.,&Vitale,M.R.(2006).Makingthecaseforelementaryscienceasakeyelementinschoolreform:Implicationsforchangingcurricularpolicy.InR.Douglas,M.Klentschy,M.&K.Worth(Eds.).LinkingscienceandliteracyintheK-8classroom(pp.394-405).Arlington,VA:NSTAPress.

Vitale,M.R.,&Romance,N.R.(2006).Conceptmappingasameansforbindingknowl-edgetoeffectivecontent-areainstruction:Aninterdisciplinaryperspective.InA.J.Ca-nas&J.D.Novak(Eds.).Conceptmaps:Theory,methodology,technology:ProceedingsoftheSecondInternationalConferenceonConceptMapping(pp.112-119).SanJose,CostaRica:UniversityofCostaRica.

Vitale,M.R.,&Romance,N.R.(2006).Researchinscienceeducation:Aninterdisciplin-aryperspective.InJ.Rhoton&P.Shane(Eds.).Teachingscienceinthe21stcentury(pp.329-351).Arlington,VA:NSTAPress.

Vitale,M.R.,&Romance,N.R.(2007).Aknowledge-basedframeworkforunifyingcontent-areareadingcomprehensionandreadingcomprehensionstrategies.InD.McNa-mara(Ed.).Readingcomprehensionstrategies:Theory,interventions,andtechnologies(pp.75-103).NY:Erlbaum.

Romance,N.R.,&Vitale,M.R.(2008).Perspectivesforimprovingschoolinstructionandlearning:AninterdisciplinarymodelforintegratingscienceandreadingingradesK-5.PaperPresentedtotheUniversityofChicago-CommitteeonEducationWorkshoponEducationLectureSeries,Chicago,IL.

Vitale,M.R.,&Romance,N.R.(2009).Aresearch-basedmodelforintegratingelemen-taryscienceandreadingcomprehension:Implicationsforresearchandpractice.PaperpresentedattheAnnualMeetingoftheAmericanEducationalResearchAssociation,SanDiego,CA.

Vitale,M.R.,&Romance,N.R.(2009).ImplicationsforscienceeducationresearchanddevelopmentfromtheNSF/IERIScienceIDEASscale-upproject.PaperpresentedattheAnnualMeetingoftheNationalAssociationforResearchinScienceTeaching,GardenGrove,CA.

Romance,N.R.,&Vitale,M.R.(2011).Aresearch-basedinstructionalmodelforintegrat-ingmeaningfullearninginelementaryscienceandreadingcomprehension:Implicationsforpolicyandpractice.InN.L.Stein&S.W.Raudenbush(Eds.).Developmentalcogni-tivesciencegoestoschool(pp.127-142).NY:Routledge.

Romance,N.R.,&Vitale,M.R.(2011).Aninterdisciplinarymodelforacceleratingstu-dentachievementinscienceandreadingcomprehensionacrossgrades3-8:Implicationsforresearchandpractice.Paperpresentedatthe2011ConferenceoftheSocietyforResearchinEducationalEffectiveness.Washington,DC.

Romance,N.R.,&Vitale,M.R.(2011).Broadeningtheontologicalperspectivesinsciencelearning:Implicationsforresearchandpracticeinscienceteaching.InM.Kharatmal&N.G.BAkhgar(Eds.).Proceedingsofthe19thInternationalConferenceonConceptualStructures.NY:Springer.

Vitale,M.R.,&Romance,N.R.,(2011).Adaptationofaknowledge-basedinstructionalinterventiontoacceleratestudentlearninginscienceandearlyliteracyingrades1and2.JournalofCurriculumandInstruction,5,79-93.

Vitale,M.R.,&Romance,N.R.(2011).Implicationsofacognitive-science-basedmodelforintegratingscienceandliteracyingrades3-5:Replicationofmultiyeardirectandtransfereffectsinscienceandreadingfromgrades3-5to6-7.PaperPresentedatthe2011ConferenceoftheSocietyforResearchonEducationalEffectiveness,Washington,DC.

Romance,N.R.,&Vitale,M.R.(2011).InterdisciplinaryperspectiveslinkingscienceandliteracyingradesK-5:Implicationsforpolicyandpractice.InB.J.Fraser,K.G.Tobin,&C.J.McRobbie(Eds.).SecondInternationalHandbookofScienceEducation(PartTwo)(pp.1351-1374).NY:Springer.

Romance,N.R.,&Vitale,M.R.(2012).Acognitive-science-basedmulti-partstrategyforenhancingcontent-areareadingcomprehensionandwritinginscienceingrades3-5.PaperpresentedtotheAnnualMeetingoftheNationalReadingConference,SanDiego,California.

Romance,N.R.,&Vitale,M.R.(2012).ExpandingtheroleofK-5scienceinstructionineducationalreform:Implicationsofaninterdisciplinarymodelforintegratingreadingwithinscience.SchoolScienceandMathematics,112,506-515.

Romance,N.R.,&Vitale,M.R.(2012).ScienceIDEAS:Aresearch-basedK-5interdisci-plinaryinstructionalmodellinkingscienceandliteracy.ScienceEducator,21,1-11.

Vitale,M.R.,&Romance,N.R.(2012).Usingin-depthscienceinstructiontoacceleratestudentachievementinscienceandreadingcomprehensioningrades1-2.InternationalJournalofScienceandMathematicsEducation,33,1-13.

Romance,N.R.,&Vitale,M.R.(UnderReview).Implicationsofacognitivesciencebasedmodelforintegratingscienceandliteracyingrades3-5:Replicationofmultiyeardirectandtransfereffectsinscienceandreadingfromgrades3-5to6-7.InternationalJournalofScienceandMathematicsEducation.

Dr. Michael Vitale (Co-PI)East Carolina University

The Science IDEAS Project was funded by the National Science Foundation

• Providesmultipleopportunitiesforhands-oninquiryactivities

• Supportslearnersinlinkingtheirscienceinvestigationswiththeunderlyingcoreconceptsthroughuseofcontent-areareadingmaterialsandwriting/journalingtolearn

• Providesameaningfulcontextforstudentstowrite(andpublish)theirowninformationaltext

• Usesanintegratedapproachtosupportstudentunderstandingoftheworldaroundthem

• Engagesstudentsinusingthepracticesofscience(e.g.,claims,evidence,arguments,designinginvestigations)withinanauthenticlearningcontext

• Supportsdevelopmentofdomainknowledgeandvocabularytosupportcomprehension,classroomdiscourse,andscientificliteracy

Linking Science and Literacy in K-5 Classrooms Science IDEAS: Grade 3-7 Replication

Benefits to Teachers Benefits to Students

Adaptations of Science IDEAS to Grades 1-2

Project InvestigatorsDr. Nancy Romance (PI)Florida Atlantic University

Dr. Jerome Haky (Co-PI)Florida Atlantic University

NSF/IERI Science IDEAS Project, Florida Atlantic University, College of Education, 777 Glades Road, Boca Raton, FL 33431Phone: (561) 297-3577, Fax: (561) 297-3794, Web: www.scienceideas.org

Science IDEAS ADDITIONALINFORMATIONFORPRACTITIONERS

• Linksliteracywithsciencetomaximizeuseofinstructionaltime

• Increasesopportunitiestoaddressnon-fictionreading(CCSS)standards

• Supportsacoherentapproachtostudentlearningwithunderstanding(comprehension)

• AlignswithSchoolDistrict’semphasisonLiteracyandSTEMstandards

• Buildsneededbackgroundknowledgetosupportstrugglingat-risklearnersastheylearntocomprehendnon-fictionmaterials

• Providesrichopportunitiesforactiveengagementofalllearners

• Nurturesthedevelopmentandreinforcementofkeycontent-areareadingskills

• Providesasupportiveframeworkforteacherstolinkhands-oninquirywithcoreconceptsbeinglearnedthroughreading

The figures below show the findings of a grade 3-7 follow-up study(2003-2008) to the original grade 3-8 study (2002-2007) presentedon page 3. HLM findings found significantmain effects and grade xtreatmentinteractionsforbothITBSScienceandReading.Thesefollow-upfindingsaresupportiveofboththedirectandtransfereffectsofthemodelfromgrades3-5togrades6-7.

AnimportantprojectinitiativewithintheScienceIDEASprojectwastoexplorethepotentialofadaptingthegrade3-5modeltogradesK-2.ThisadaptationconsistedofmodifyingthesixScienceIDEASelementstomakethem“age-appropriate”.TheK-2implementationconsistedof45minutesperdayofscienceinstruction(i.e.,reading/languageartswerenotmodified).

Inthe8-weekmini-studyreportedonpage3,themodifiedmodelhadasignificanteffectoverallonITBSScience,butonlyingrade2onITBSReading.However,inafollow-upexpandedyear-longstudy,themodeldidhaveasignificanteffectonbothITBSScience(+.16GE)andReading(+.58GE).Theauthorsarepresentlyconductingalarge-scalestudyfundedbyNSFDRK12(2013-2017)toestablishthedirecteffectsofthemodelingrades1-2andthetransfereffectstograde3.