Effective Secondary Science Programs: A Best-Evidence Synthesis
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AbstractThis 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.
All Author(s) ListCheung Alan, Slavin Robert E., Kim Elizabeth, Lake Cynthia
Journal nameJournal of Research in Science Teaching
Year2017
Month1
Volume Number54
Issue Number1
PublisherWiley
Pages58 - 81
ISSN0022-4308
eISSN1098-2736
LanguagesEnglish-United States
Keywordsmiddle school science, high school science, secondary science programs, best-evidence synthesis, science reviews

Last updated on 2020-17-09 at 03:24