Elementary Science Notebooks: Impact on Classroom Practice and Student Achievement in Science and Literacy

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This study is a three year effort to examine what students learn in two different kinds of elementary science classrooms: traditional expository, text-oriented instruction compared with hands-on, inquiry-oriented instruction. The latter describes an approach to learning in which students acquire knowledge and understanding of scientific ideas as well as first hand experiential understanding of how scientists study the natural world. The emphasis is on learning by doing and discussing, and the priority is on scientific thinking skills and conceptual understanding. In a second phase, the study examines the teaching associated with high- and low-achieving classrooms for each of the two instructional conditions. Millions of dollars have gone into supporting hands-on inquiry science reforms over the past several decades. These large-scale efforts, particularly important for less affluent students across the country, are vulnerable however, for they are viewed by some as too expensive or too demanding of teachers. Furthermore, there is little evidence of the relative merits of the two approaches. The nationwide emphasis on accountability, with an intense focus on literacy and math and a bias towards easily tested factual knowledge, pressures schools away from hands-on inquiry science. This study will contribute substantially to our knowledge base on the relationship between elemetary science instruction and student learning, with important implications for practitioners, policy makers and the public.This study compares 5th grade students' learning in two instructional conditions, with 20 classes in each condition matched for key characteristics. In addition, the study explores connections between student performance and instruction, utilizing data from teacher surveys, interviews, assignments, and classroom observations. Student achievement is assessed with an array of measures, including standardized tests of language arts and math; standardized science knowledge items and a performance task from NAEP or TIMSS; other short science performance tasks; and extended science investigation tasks developed and validated for this research. The study will address long-term, important outcomes such as those called for in Project 2061: deep conceptual understanding, persistence at difficult problems, retention of important knowledge over time, and transfer of investigation strategies to challenging novel situations.