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

Autor/inn/en	Curran, F. Chris; Kitchin, James
Titel	Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?
Quelle	In: AERA Open, 5 (2019) 3, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Curran, F. Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Science Instruction; Elementary School Science; Science Achievement; Children; Longitudinal Studies; Surveys; Achievement Gap; Models; Kindergarten; Grade 1; Grade 2; Grade 3; Error of Measurement; Educational Policy; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Analogiemodell; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Messfehler; Politics of education; Bildungspolitik
Abstract	Recent evidence points to the early elementary grades as a pivotal point for the development of science learning trajectories and achievement gaps. Using data from the Early Childhood Longitudinal Study, this study estimates the degree to which time spent on science and the breadth of science topics/skills covered predict science achievement in the earliest grades of elementary school. Using regression along with school fixed effects and student fixed effects models, we find suggestive evidence in some models (student fixed effects and regression with observable controls) that time on science instruction is related to science achievement but little evidence that the number of science topics/skills covered are related to greater science achievement. These results are generally consistent across student subgroups. We discuss the implications for early science policy and practice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01