Effective secondary science programs: A best-evidence synthesis
Effective secondary science programs: A best-evidence synthesis
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DOI：
10.1002/tea.21338
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发表时间：
2017-01-01
影响因子：
4.6
通讯作者：
Lake, Cynthia
中科院分区：
文献类型：
--
作者：
Cheung, Alan;Slavin, Robert E.;Lake, Cynthia
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. (c) 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 58-81, 2017
