Explanatory Modeling in Science through Text-Based Investigation: Testing the Efficacy of the Project READI Intervention Approach

Autor/inn/en	Goldman, Susan R.; Greenleaf, Cynthia; Yukhymenko-Lescroart, Mariya; Brown, Willard; Ko, Mon-Lin Monica; Emig, Julia M.; George, MariAnne; Wallace, Patricia; Blaum, Dylan; Britt, M. Anne
Titel	Explanatory Modeling in Science through Text-Based Investigation: Testing the Efficacy of the Project READI Intervention Approach
Quelle	In: American Educational Research Journal, 56 (2019) 4, S.1148-1216 (69 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219831041
Schlagwörter	Science Instruction; Intervention; Self Efficacy; Hierarchical Linear Modeling; Experimental Groups; Control Groups; Grade 9; Biological Sciences; Faculty Development; High School Teachers; High School Students; Secondary School Science; Randomized Controlled Trials; Educational Practices; Reading Comprehension; Investigations; Science Teachers; Inquiry + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; School year 09; 9. Schuljahr; Schuljahr 09; Abwasserbiologie; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Bildungspraxis; Leseverstehen; Untersuchung; Science; Science teacher; Wissenschaft
Abstract	This article reports the results of a randomized control trial of a semester-long intervention designed to promote ninth-grade science students' use of text-based investigation to create explanatory models of biological phenomena. The main research question was whether the student participants in the intervention outperformed the students in the control classes, as assessed by several measures of comprehension and application of information to modeling biological phenomena not covered in the instruction. A second research question examined the impact on the instructional practices of the teachers who implemented the intervention. Multilevel modeling of outcome measures, controlling for preexisting differences at individual and school levels, indicated significant effects on the intervention students and teachers relative to the controls. Implications for classroom instruction and teacher professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06