Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?

Curran, F. Chris; Kitchin, James

doi:10.1177/2332858419861081

Cited by 38 publications

(21 citation statements)

References 55 publications

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“…More specifically, only 6 of 37 studies involving elementary school students were found and included in our meta-analysis. Currently, there is growing evidence that science learning at younger age (e.g., elementary school) could be beneficial in a long term (Morgan et al, 2016 ; Curran and Kitchin, 2019 ). For example, Curran and Kitchin ( 2019 ) suggested that time spent on science instruction at younger age (kindergarten, first to third grades) could positively predict later science achievement.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

Mao

Cai

et al. 2021

Front. Psychol.

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Science education is attracting increasing attention and many researchers focus on the issue about the attitude-achievement relationship in science, but there is still no consistent conclusion. By using a three-level meta-analytic approach, the aim of the current study was to investigate the relationship between attitude toward science and academic achievement in learning science among primary and secondary school students, and to explore if some study characteristics could have contributed to the inconsistent findings with regard to this relationship as observed in the research literature. A total of 37 studies with 132 effect sizes involving a total of 1,042,537 participants were identified. The meta-analytic results revealed that there was an overall positive and moderate relationship between attitude toward science and learning achievement in science (r = 0.248, p < 0.001). The results further found that this association was moderated by the type of attitude and larger effect sizes were shown in self-efficacy than in interest, societal relevance of attitude toward science, and mixed attitude. Moreover, the effect sizes of studies with unstandardized measure to assess science achievement were larger than those with standardized measure. Possible explanations for these findings and its implications for future research directions were also discussed in this review.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

Mao

Cai

et al. 2021

Front. Psychol.

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“…The researchers found the results support mathematics as an accessible ground in which to integrate CT for students—particularly elementary students. Math, however, is also more often taught in elementary education than science (Curran & Kitchin, 2019). In a review of CT and mathematics, Hickmott et al (2018) found when CT concepts were discussed in the context of mathematics, the two most common mathematics domains were numbers and operations and algebra.…”

Section: Preservice Preparationmentioning

confidence: 99%

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

Bouck

Sands

Long

et al. 2021

Teacher Education and Special Education: The Journal of the Tea

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Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

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“…Science is considered as one of important subject matters in education which necessary to be taught from the lowest level of education, namely primary school (Braund & Reiss, 2019;Curran & Kitchin, 2019;Darling-Hammond et al, 2020;Faisal & Martin, 2019). Primary school is assumed as the beginning of education processes (Ferraz & Neves, 2017;Jacob & Rockoff, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

Aiman¹,

Hasyda²,

Uslan³

2020

EUROPEAN J ED RES

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This research aimed at analyzing the influence of 'Process Oriented Guided Inquiry Learning' model assisted by realia media, in which it was to improve the scientific literacy and critical thinking skill of primary school students, especially for the material of energy. This quasi-experiment research used single factor independent groups design. The research sample of this research were fourth grade students of SD Inpres Oeba 2 Kupang City, East Nusa Tenggara Province, of which students were in the academic year of 2019/2020. The technique of sample collection was carried out purposive sampling for 2 classes. The IVA class was used as the experimental class (POGIL model assisted by the realia media), in which it consisted of 30 students and the IVB class was used as the control class (expository learning) that consisted of 28 students. The learning was carried out in four meetings. The data of scientific literacy and the results test of critical thinking were collected by means of objective test on the energy material. Multivariate Analysis of Variance (MANOVA) was used to analyze the data using significance level of 0.05. The results indicate that (1) There is a significant difference between the students' scientific literacy who gain the POGIL learning assisted by the realia media and the students' scientific literacy who get the expository learning; and (2) There is a significant difference between the critical thinking of students who get POGIL learning assisted by realia media and the students who get the expository learning. It can be concluded that there is a significant difference between the scientific literacy and the students' critical thinking taught by the POGIL learning that assisted by realia media to the students who use expository learning. Since there is a significant difference, it means that the POGIL learning assisted by realia media has an influence on the students' scientific literacy and critical thinking.

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Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?

Cited by 38 publications

References 55 publications

The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

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