A meta‐analysis of the effects of various science teaching strategies on achievement

Wise, Kevin C.; Okey, James R.

doi:10.1002/tea.3660200506

Cited by 128 publications

(81 citation statements)

References 7 publications

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“…The positive effects of providing students with a clear understanding of the purpose, goals, and content of an activity have been repeatedly confirmed by educational research (Boulanger, 1981;Wise & Okey, 1983). If students are to derive the intended learning benefits from engaging in an activity, their interest in or recognition of the value of the activity needs to be motivated (Blumenfeld, Soloway, Marx, Krajcik, Guzdial, & Palincsar, 1991;Malone & Lepper, 1987).…”

Section: Resultsmentioning

confidence: 93%

How well do middle school science programs measure up? Findings from Project 2061's curriculum review

2002

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The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research-based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development. ß

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Section: Resultsmentioning

confidence: 93%

How well do middle school science programs measure up? Findings from Project 2061's curriculum review

2002

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“…While this deficit may be attributed to a number of factors, a major contributor is the pedagogical approach to teaching implemented in science classrooms. Research suggests that one way to remedy this situation is to engage students in authentic real world inquiry with activities requiring collaborative problemsolving grounded in the "lived world" students' experience (Haury, 1993;Wise & Okey, 1983).…”

Section: Academic Dispositionsmentioning

confidence: 99%

Promoting Positive Academic Dispositions Using a Web-based PBL Environment: The GlobalEd 2 Project

Brown¹,

Lawless²,

Boyer³

2013

Interdisciplinary Journal of Problem-Based Learning

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Problem-based learning (PBL) is an instructional design approach for promoting student learning, understanding and knowledge development in context rich settings. Previous PBL research has primarily focused on face-to-face learning environments, but current technologies afford PBL designers the opportunities to create online, virtual, PBL environments. The GlobalEd 2 Project is an example of a PBL environment that combines the positive characteristics of both face-to-face and online environments in a 14-week simulation of international negotiations of science advisors on global water resource issues. The GlobalEd 2 PBL environment is described examining the impact it has had on middle school students' interest in future science education experiences, self-efficacy related to writing in science and self-efficacy related to technology use for academic purposes using a pre-test post-test design. Analyses using ANOVAs of gain scores and ANCOVAs of subgroup differences demonstrate a positive impact on the science interest and self-efficacy of 208 middle-grade students from urban and suburban schools.

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“…This work highlighted the fact that many of the reforms suggested by Dewey had failed to be enacted and highlighted the fact that science education largely focused on content (Schwab, 1962). From Schwab's work through the publication of the NSES in 1996, inquiry based textbooks and curricula existed though were not generally part of mainstream science instruction (Wise & Okey, 1983;Lott, 1983 It is important to make a distinction between science and engineering. Science seeks to understand the natural world.…”

Section: Science Pedagogy In the Ngssmentioning

confidence: 98%

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Shapiro¹

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The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry was central to the NSES, science assessment largely addressed factual knowledge acquisition.The NGSS represent a significant practical change for teachers as they mark a return to the ideals specified in the National Science Education Standards (NSES) and Benchmarks for Science Literacy. The purpose of this explanatory sequential, mixed-methods study was to identify and compare the factors that influenced high school science teachers' receptivity to the curricular shifts necessitated by the adoption of the NGSS. The survey data identified three factors as significant predictors of teacher receptivity: teachers' non-monetary cost-benefit analysis, alignment between the NGSS and their current teaching style, and concerns about student readiness. To understand how these factors operate in the classroom, both receptive and nonreceptive teachers were interviewed. In terms of cost-benefit analysis, all teachers agree that time is a significant cost. This includes the time it takes to adapt lessons to the NGSS, and the time it takes to teach in a way that integrates the three parts of the NGSS which are the practices of science and engineering, the crosscutting concepts, and the disciplinary core ideas. In terms of alignment between their teaching style and the NGSS, teachers talked about the lack of examples of what NGSS-aligned instruction looks like and the dearth of accessible high quality professional development. Finally, concerns about students' readiness focused on both inadequate preparation for college-level science coursework and deficits in science instruction in the lower grades.

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A meta‐analysis of the effects of various science teaching strategies on achievement

Cited by 128 publications

References 7 publications

How well do middle school science programs measure up? Findings from Project 2061's curriculum review

How well do middle school science programs measure up? Findings from Project 2061's curriculum review

Promoting Positive Academic Dispositions Using a Web-based PBL Environment: The GlobalEd 2 Project

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

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