Science Instructional Time Is Declining in Elementary Schools: What Are the Implications for Student Achievement and Closing the Gap?

Autor/in	Blank, Rolf K.
Titel	Science Instructional Time Is Declining in Elementary Schools: What Are the Implications for Student Achievement and Closing the Gap?
Quelle	In: Science education, 97 (2013) 6, S. 830-847Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21078
Schlagwörter	Soziale Benachteiligung; Grundschule; Naturwissenschaftlicher Unterricht; Sachunterricht; Naturwissenschaftliche Bildung; Grundschule; Schülerleistung; Mathematische Kompetenz; Mathematisches Denken; Naturwissenschaftliche Bildung; Naturwissenschaftlicher Unterricht; Technisches Denken; Sozialer Status; Sachunterricht; Kompetenzentwicklung; Technisches Wissen
Abstract	Recent comparative data on high school graduates show that many American students are not well prepared in fields of science, technology, engineering, and mathematics and that there is a persistent achievement gap according to the socioeconomic backgrounds of students. The research for this paper focuses on the role of elementary education in science as an important preparatory step. National trend data show a decline in instructional time in the elementary grades on science instruction over the past two decades. State-level data show wide variation in the amount of class time spent on science education and a positive relationship between the amount of class time and student achievement scores in science as measured by the National Assessment of Educational Progress Grade 4 assessment.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2014/3