Longitudinal impact of early childhood science instruction on 5th grade science achievement
Longitudinal impact of early childhood science instruction on 5th grade science achievement
复制标题
DOI：
10.1080/09500693.2020.1749908
复制
发表时间：
2020-05-07
影响因子：
2.3
通讯作者：
Mendenhall, Robert
中科院分区：
文献类型：
--
作者：
Kaderavek, Joan N.;Paprzycki, Peter;Mendenhall, Robert
这项研究调查了学生是否被安排在小学 1-3 年级的教室里，并由接受过美国科学框架培训的老师指导[国家研究委员会。 （2012）。 K-12 科学教育框架：实践、交叉概念和核心思想。美国国家科学院出版社]专业发展科学方法影响了五年级学生的科学成绩。治疗组的学生还收到带回家的科学材料，治疗家庭被邀请参加社区科学活动。使用两级随机斜率混合回归模型来评估治疗对后来学生成绩的影响，该成绩通过俄亥俄州成绩评估的科学子测试的表现来衡量。这项研究发现，与同龄人相比，治疗组的学生在五年级科学测试中的得分明显更高。总体而言，这项研究表明，在幼儿时期提供符合框架的科学指导，再加上家长的支持，可以提高小学后期的科学技能。
This study investigated if student placement in a primary grade 1-3 classroom with a teacher who had been trained in a U.S. science Framework-aligned [National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts and core ideas. The National Academies Press] professional development science approach impacted student science achievement as measured in 5th grade. Students in the treatment group also received take-home science materials and treatment families were invited to participate in community-based science events. A two-level, random-slope mixed regression model was used to assess the effect of the treatment on later student achievement as measured by performance on the Science Subtest of the Ohio Achievement Assessment. This study found that students from the treatment group scored significantly higher on 5th grade science tests as compared to their peers. Overall, this study suggests that providing Framework-aligned science instruction, coupled with parent support, during early years improves science skills in later elementary grades.