| Title: |
Can Either Using Cognitive Science Principles or Improving Teacher Content Knowledge Boost Student Achievement in Middle School Science? |
| Language: |
English |
| Authors: |
Steven L. Kramer (ORCID 0000-0003-2900-6484); Janie Scull; Andrew Porter; Christine M. Massey; F. Joseph Merlino; John Y. Baker |
| Source: |
Journal of Research in Science Teaching. 2024 61(7):1543-1573. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
31 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305C080009; R305B090015 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Academic Achievement; Cognitive Science; Science Achievement; Active Learning; Inquiry; Knowledge Base for Teaching; Middle School Teachers; Science Instruction; Faculty Development |
| DOI: |
10.1002/tea.21923 |
| ISSN: |
0022-4308; 1098-2736 |
| Abstract: |
This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry-based science curriculum. Eighty-nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in which the textbook curriculum was modified based on three principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment condition in which teachers received PD designed to improve their knowledge of the science content, and (c) a business-as-usual control group. The cognitive science treatment had a small but statistically significant positive effect on content learning, with a stronger impact on students of higher prior achievement. Compared to business-as-usual, the intervention to increase teacher content knowledge had no impact. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2024 |
| Accession Number: |
EJ1436370 |
| Database: |
ERIC |