A Meta-Analysis of National Research: Effects of Teaching Strategies on Student Achievement in Science in the United States
A Meta-Analysis of National Research: Effects of Teaching Strategies on Student Achievement in Science in the United States
复制标题
国家研究荟萃分析：美国教学策略对学生科学成绩的影响
DOI：
10.1002/tea.20212
复制
发表时间：
2007
影响因子：
4.6
通讯作者：
Yi
中科院分区：
文献类型：
--
作者：
Carolyn Schroeder;Timothy Scott;H. Tolson;Tse;Yi
该项目包括对 1980 年至 2004 年发表的美国研究的荟萃分析，该研究涉及特定科学教学策略对学生成绩的影响。该项目的六个阶段包括研究获取、研究编码、确定编码器客观性、建立研究纳入标准、计算统计分析的效应大小以及进行分析。研究必须在美国进行，是实验性或准实验性的，并且必须包括效应大小或计算效应大小所需的统计数据。六十一项研究符合纳入荟萃分析的标准。研究分析过程中揭示了以下八类教学策略（括号中的效应大小）： 提问策略（0.74）；操纵策略（0.57）；增强材料策略（0.29）；评估策略（0.51）；探究策略（0.65）；增强的情境策略（1.48）；教学技术 (IT) 策略 (0.48)；和协作学习策略（0.95）。所有这些效应大小都被认为是显着的。回归分析显示，内部效度受出版物类型、研究类型和测试类型的影响。外部效度不受出版年份、年级、测试内容或治疗类别的影响。这项研究的主要意义是，我们已经产生了支持科学替代教学策略有效性的经验证据。 2007 Wiley Journals, Inc. J Res Sci Teach 44: 1436-1460, 2007
This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect sizes for statistical analysis, and conducting the analyses. Studies were required to have been carried out in the United States, been experimental or quasi-experimental, and must have included effect size or the statistics necessary to calculate effect size. Sixty-one studies met the criteria for inclusion in the meta-analysis. The following eight categories of teaching strategies were revealed during analysis of the studies (effect sizes in parentheses): Questioning Strategies (0.74); Manipulation Strategies (0.57); Enhanced Material Strategies (0.29); Assessment Strategies (0.51); Inquiry Strategies (0.65); Enhanced Context Strategies (1.48); Instructional Technology (IT) Strategies (0.48); and Collaborative Learning Strategies (0.95). All these effect sizes were judged to be significant. Regression analysis revealed that internal validity was influenced by Publication Type, Type of Study, and Test Type. External validity was not influenced by Publication Year, Grade Level, Test Content, or Treatment Categories. The major implication of this research is that we have generated empirical evidence supporting the effectiveness of alternative teaching strategies in science. 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1436-1460, 2007