Effective Secondary Science Programs: A Best-Evidence Synthesis

Autor/inn/en	Cheung, Alan; Slavin, Robert E.; Kim, Elizabeth; Lake, Cynthia
Titel	Effective Secondary Science Programs: A Best-Evidence Synthesis
Quelle	In: Journal of Research in Science Teaching, 54 (2017) 1, S.58-81 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21338
Schlagwörter	Science Programs; Secondary School Science; Program Effectiveness; Quasiexperimental Design; Experimental Groups; Control Groups; Professional Development; Middle School Students; High School Students; Science Achievement; Evidence + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Evidenz
Abstract	This article reports a systematic review of research on science programs in grades 6-12. Twenty-one studies met inclusion criteria including use of randomized or quasi-experimental assignment to conditions, measures that assess content emphasized equally in experimental and control groups, and a duration of at least 12 weeks. Programs fell into four categories. Instructional process programs (ES = +0.17) and technology programs (ES = +0.47) had positive sample-size weighted mean effect sizes, while use of science kits (ES = -0.02) and innovative textbooks (ES = +0.10) had much lower effects. Outcomes support the use of programs with a strong focus on professional development, technology, and support for teaching, rather than materials-focused innovations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01