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Search Result: Amaral, O.M., Garrison, L., and Klentschy, M. (2002) Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction.Bilingual Research Journal, vol 26, 2, summer. Description: This study summarizes the results of a four-year project in science education conducted in a rural setting with English learners in grades K–6 in the El Centro Elementary School District in southern California. Data were collected to measure student achievement in science, writing, reading, and mathematics for participating students. These data were analyzed relative to the number of years that students participated in kit- and inquiry-based science instruction that ncluded the use of science notebooks. Results indicated that the achievement of English learners increased in relation to the number of years they participated in the project. The longer they were in the program, the higher their scores were in science, writing, reading, and mathematics. http://www.fossworks.com/pdfs/Helping_ELL.pdf Categories: science and literacy, FOSS, student achievement Type: journal article Arthur Camins. (2001) Dimensions of Inquiry.FOSS Newsletter, Fall 2001, no. 18. Description: Although many people use the term inquiry, they don’t all mean the same thing. People bring different values about the goals of education to the discussion. Clarifying what we mean by inquiry and its role in what we value about learning is essential if we are to shed any light on what should be happening in classrooms. http://lhsfoss.org/newsletters/archive/FOSS18.InquiryDimensions.html Categories: inquiry-based instruction Type: No Specific Type Banilower, E. R. (2002) 2001-2002 Study of the Impact of LSC Initiative on Student Achievement in Science.Horizon Research, Inc., Chapel Hill, NC. Description: Study investigating program-wide effects on student achievement in science. Study limited only to those projects that include an upper elementary (grades 4–6) science component. http://www.horizon-research.com/LSC/news/sps0102.pdf Categories: student achievement Type: Research Paper Bredderman, T. (1985) Laboratory programs for elementary school science: A meta-analysis of effects of learning. Science Education, 69, (4), pp. 577–591. Description: Study reported a 14% improvement by students in activity-based programs vs textbook/lecture programs. Significant improvement for females, disadvantage, and minority students. Study suggests that gains may be lost if inquiry-based curricula is not continued in later grades. Categories: inquiry-based instruction, hands-on science, equity and gender issues Type: No Specific Type Calhoun, David O., M.A.. (2000) One Thread in the Systemic Reform Tapestry: Examining the "Professional Development to Quality Instruction to Student Achievement" Model. Fresno Unified School District, Office of Research, Evaluation & Assessment. Description: Evaluating the impact of efforts targeting systemic reform in K–12 mathematics and science is a complex process. The Fresno Systemic Initiative evaluation team examines the "professional development to instructional quality to student achievement" thread in this paper. Findings indicate both the possibility of investigating threads of the sytemic reform process, and the difficulty in making conclusive statements about the effects of system reform. Categories: systemic reform, professional development Type: report Calhoun, Jeri and Mintz, Ellen. (2003) Connecting FOSS and Science Notebooks: A South Carolina Experience.FOSS Newsletter, Fall 2003, no. 22. Description: When effective professional development is in place and teachers are properly prepared to implement the use of FOSS modules in their classrooms, teachers are ready to move beyond the instructional guide and connect the curriculum in ways that meet the needs of their own classroom and school communities. As a teacher’s level of expertise increases, the use of science notebooks becomes more prevalent. Teachers are finding that using science notebooks in conjunction with FOSS science modules is a logical next step to ensure that student achievement is affected in an even more powerful way than the use of kits alone. http://lhsfoss.org/newsletters/archive/FOSS22.Notebooks.html Categories: science and language arts, FOSS, professional development Type: No Specific Type Cavallo, Ann M. L., and Tice, C. J.. (1993) Problem Solving Model for Use in Science Student Teacher Supervision, A. Journal of Elementary Science Education, 4, (1), 18–23.. Description: Techniques and ideas suggested by university supervisors and cooperating teachers are clearly beneficial to beginning teachers, but the students also need direct experiment in addressing classroom concerns themselves. Categories: professional development Type: journal article Dade County, Florida. (1996) Report on Achievement: Effects of Hands-on Science. Dade County, FL. Description: Staff examined the 1996 Stanford Achievement Test (SAT) science test results of third and fifth grade students in Region III schools using the FOSS Science Kits in comparison to other Region III schools that did not use the kits. Table I displays the 1996 SAT results for the two groups of students. An examination of the table reveals that third and fifth grade students in schools using FOSS Science Kits outperformed other students in science. However, “FOSS” students also achieved higher scores in Reading Comprehension, Mathematics Computation, and Mathematics Applications. Some data examples follow. Categories: student achievement, science and mathematics, science and language arts Type: research report Dalton, B., Morocco, C. C., Tivnan, T., and Rawson Mead, P. L. (1997) Supported Inquiry Science: Teaching for Conceptual Change in Urban and Suburban Science Classrooms. Journal of Learning Disabilities, 11/1/1997. Description: This study compared the effects of two approaches to hands-on science in six urban and two suburban 4th-grade general education classrooms. The study found that students with and without learning disabilities demonstrated greater concept learning in supported inquiry classes which focused on eliciting and reworking students' misconceptions and co-constructing knowledge under the guidance of a teacher-coach. Categories: inquiry-based instruction, hands-on science, student achievement Type: research report Eckelmeyer, K. (1999) Study of Hands-on Science. Sandia National Laboratories, Albuquerque, NM. Description: This study used a teacher questionnaire (n=200) to compare four hands-on science programs (CHOL (a teacher-made science program), FOSS, Insights, STC) on several factors-effectiveness, quality of guides, quality of kit materials, cost. Categories: hands-on science, inquiry-based instruction Type: research study Estonina, A. D. (1992) Evaluation and Observational Study of Effective Pedagogy and Curriculum for Limited English Proficient Students in a First Grade Cantonese Bilingual C. Master's Project. Description: Evaluation of author's implementation of the FOSS Solids and Liquids Module in a first grade Cantonese bilingual class in Oakland, CA. Categories: equity and gender issues, science and literacy, science and language arts Type: Masters projects and dissertations Evert, B. A. (1993) FOSS Scientific Thinking Processes Applied to Music, The. Master’s Project, University of St. Thomas, Institute for Cont. Description: Shows how the teaching and learning of music parallels the teaching and learning of science. Categories: learning theory, hands-on science, FOSS Type: Masters projects and dissertations Far West Laboratory. (1995) GALAXY Classroom Science Evaluation for Grades 3-5: Final Report, Executive Summary. . Description: Report presents effects of Galaxy program upon students and teachers. Program involves a satellite connection among schools (40 schools across the United States and in Mexico) with a 13-part motivating program delivered by satellite on a bi-weekly basis. Far West Laboratory (FWL) undertook a comprehensive evaluation of the demonstration phase of Galaxy Science for Grades 3-5. The evaluation includes both qualitative and quantitative components. Categories: FOSS, classroom practice, hands-on science Type: No Specific Type Fulton, L., and Campbell, B. (2004) Student-Centered Notebooks.Science and Children, November/December 2004, pp. 26-29. Description: Science notebooks should be tools for students to grapple with scientific concepts and make sense of their understandings using recording and organizing strategies that are personally meaningful. (Online access available to NSTA members.) http://www.nsta.org/main/news/stories/science_and_children.php?category_ID=86&news_story_ID=49934 Categories: science and literacy, FOSS, science and language arts Type: journal article Galguera, Tomás. (2003) Scaffolding for English Learners: What's a Science Teacher to Do?.FOSS Newsletter, Spring 2003, no. 21. Description: What can science teachers do to ensure that their English learning students not only learn English and science but actually do so optimally? Six types of scaffolding are recommended for sheltered classrooms. These are modeling, bridging, contextualization, schema-building, text re-presentation, and metacognitive development. In this article, the author suggests six possible ways to scaffold science instruction for English learners. He also stresses the need to (1) continuously assess students, (2) adjust the scaffolding to match their strengths and needs, and (3) pay attention to their language development and cultural backgrounds in order to (4) ensure that they become autonomous and successful learners. http://lhsfoss.org/newsletters/archive/FOSS21.Scaffolding.html Categories: equity and gender issues, science and literacy, classroom practice Type: No Specific Type Guth, G. J. A., Austin, S., De Long, B., and Pasta, D.J. (1995) GALAXY Classroom Science Evaluation for Grades K-2: Final Report, Executive Summary. Far West Laboratory, San Francisco, CA. Description: Report presents effects of Galaxy program upon students and teachers. Program involves a satellite connection among schools (40 schools across the United States and in Mexico) with a 13-part motivating program delivered by satellite on a bi-weekly basis. Far West Laboratory (FWL) undertook a comprehensive evaluation of the demonstration phase of Galaxy Science for Grades 3-5. The evaluation includes both qualitative and quantitative components. Categories: FOSS, classroom practice, hands-on science Type: report Harvard Education Letter. (1990) "When Kids Do Science".Harvard Education Letter, Research Online (May/June). Description: Science educators agree on at least one key point—that buying new textbooks and requiring more minutes of intruction are not the answer. Children need experiences doing, not just reading about science. http://www.edletter.org/past/issues/1990-mj/kids.shtml Categories: hands-on science, classroom practice Type: web article Haury, D., and Rillero, P. (1994) Perspective of Hands-On Science Teaching.ERIC/North Central Regional Educational Laboratory. Description: This book presents answers to frequently asked questions about hands-on approaches to science teaching and learning. The questions were formulated by speaking with teachers and people who work with teachers on a regular basis to improve classroom practice. Variations of the questions are frequently asked by both experienced and novice teachers. http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric-toc.htm#aut Categories: hands-on science, hands-on science, hands-on science Type: research article Horizon Research, Inc. (2000) What Have We Learned? Local Systemic Change Initiatives Share Lessons from the Field. Horizon Research, Inc., Chapel Hill, NC. Description: Report of interviews conducted during the Lessons Learned Conference reflecting on lessons learned aobut systemic reform in mathematics and science education. Categories: systemic reform, professional development, hands-on science Type: report Jarrett, D. (1999) Mathematics and Science Instruction for Students With Learning Disabilities: IT’S JUST GOOD TEACHING. Mathematics and Science Education Center, Northwest Reg. Ed. Laboratory. Description: This publication focuses on the educational needs of students with learning disabilities in inclusive classrooms. It highlights research-based teaching strategies and suggests ways to foster collaborative relationships with special education teachers and families of students with learning disabilities. These strategies are drawn from key principles in standards-based reform, inclusion, special education, and multicultural education. Together, these principles can empower a teacher to respond effectively to the particular learning needs of today’s students. Jarrett.LearningDisabilities.pdf Categories: inquiry-based instruction, classroom practice, science and mathematics Type: report Kennedy, M. (1991) What the Research Is Saying: New Evidence That Students Can't Reason. Phi Delta Kappan, May 1991, pp. 661-66. Description: A recent summary of research regarding student learning and instruction at the K-12 level documents serious deficiencies on the part of students. Categories: textbooks, classroom practice, hands-on science Type: research report Kim, J. J., Crasco, L. M., Smith, R. B., Johnson, G., Karanto, A. (2001) Academic Excellence for All Urban Students: Their Accomplishments in Science and Mathematics.Systemic Research, Inc.. Description: This report presents evidence of noteworthy gains in student achievement, with the greatest gains seen in school districts that have participated in the USI program for the longest period of time. Urban students in USI school districts have substantially increased their enrollment rates in mathematics and science gate-keeping and higherlevel courses. Underrepresented minority students made even greater enrollment gains than their peers during the same period, resulting in reduced enrollment disparities. Assessment test results show that USI students have made gains in science and mathematics achievement, while reducing achievement gaps among racial/ethnic groups. The increasing numbers of 11th and 12th grade students taking college entrance examinations (AP, SAT, and ACT) indicate that more students have aspirations of pursuing post-secondary education. http://www.systemic.com/usi/index.cfm?include=pubs Categories: systemic reform, professional development, national standards Type: research report Klentschy, M., Garrison, L., and Amaral O.M. (1999) Valle Imperial Project in Science: Four-Year Comparison of Student Achievement Data, 1995–1999.National Science Foundation Grant #ESI-9731274. Description: Findings of this study are consistent with those of Shymansky, Hedges, and Woodworth (1990) and Kyle (1988). Hands-on science has strong beneftis for students from lower socioeconomic and rural backgrounds. There are also trends and indications that the program stimulates writing experiences that transfer to an overall improvement in writing. Study also found that the more years a student experienced hands-on science, the better they scored on the SAT. http://lhsfoss.org/scope/research/VIPSStudy.pdf http://www.fossworks.com/pdfs/Valle_Imperial_Project.pdf Categories: science and language arts, FOSS, student achievement Type: research report Kyle, W. C., Bonstetter, R. J., and Gadson , T., Jr.. (1988) An analysis of elementary students’ and teachers’ attitudes toward science in process-approach vs traditional science classes. Journal of Research in Science Teaching. Description: An implementation study: An analysis of elementary students’ and teachers’ attitudes toward science in process-approach vs traditional science classes. Categories: hands-on science, effectiveness study, textbooks Type: No Specific Type Lattery, M.J., Lemberger, J., and Herzog, B. (2001) Evaluation of Science & Technology for Children (STC) Physical Science Units.Fox Valley Einstein Assessment Project, University of Wisconsin,Oshkosh, WI. Description: This study examines the instructional impact of NSRC's Science & Technology for Children curriculum in the Oshkosh Area School District. Four physical science units for grades 1–4 were studented. Students were pre-and post-tested using a multiple-choice exam containing items adapted from the TIMMS, NAEP, TerraNova, and other widely recognized instructional materials. Results were compared with existing instructional materials. Results suggest that the adoption of this curriculum amoung experienced teachers in the district will provide little or no immediate ganes on student achievement, and potentially a slight decrease in student attitudes toward science. http://planck.phys.uwosh.edu/lattery/fveap/fveap.htm Categories: hands-on science, professional development, effectiveness study Type: effectiveness study Leach, L. S.. (1992) Full-Option Science System: Effects on Science Attitudes and Achievement of Female Fifth-Grade Students. Texas Tech University. Description: Results of this control/experiment study found that the FOSS treatment group scored significantly higher in specific content science achievement and process skills. In addition, the FOSS group showed more positive attitudes toward science and greater self-confidence in science. Females liked science more and held more positive attitudes concerning their ability to have success in science than females in the control group. Categories: equity and gender issues, hands-on science, FOSS Type: Masters projects and dissertations Long, Kathy. (2000) So...Where's the Content? Let Assessment Be Your Guide!.FOSS Newsletter, Spring 2000, no. 15. Description: A discussion of the FOSS assessment system—a system that provides diagnostic information throughout the module. The new assessment system provides a window for you to see more deeply into each student’s thinking as well as for you to reflect on your own teaching.
http://lhsfoss.org/newsletters/archive/FOSS15.ContentGuide.html Categories: assessment, FOSS, student achievement Type: No Specific Type Lopez, Ramon E., and Schultz, T. (2001) Two Revolutions in K–8 Science Education.Physics Today, vol 54 No 9. Description: Two scientists express the opinion that today's science education, which teaches all students to do science and think like scientists, has depended on the involvement of scientists and their societies and that it must continue to do so. http://www.physicstoday.org/pt/vol-54/iss-9/p44.html Categories: hands-on science, inquiry-based instruction Type: journal article Lowery, Dr. L.. (1997) The Nature of Learning.FOSS newsletter. Description: A new consensus about the nature of learning has emerged. Its formation is stimulated by research in the field that has come to be known as cognitive science. The new conception of learning has a direct bearing on how science, and all other subjects, can be taught most effectively. http://lhsfoss.org/newsletters/archive/FOSS10.Nature_of_Learning.html Categories: learning theory, classroom practice, FOSS Type: journal article Lowery, Dr. Lawrence. (1998) Biological Basis of Thinking and Learning, The. Full Option Science System, Lawrence Hall of Science, UC Berkeley. Description: Summarizes seven biologically-based developmental stages of learning, starting with the earliest stage, which is called accidental representation, and ending with the highest stage, which is called hierarchical repatterning. These stages are sequential and build upon one another. It is also important to note the role played by earlier experiences: a child who has had a rich array of experiences with the world has a much broader repertoire from which to draw when experiencing emerging cognitive abilities. Categories: Type: No Specific Type Lowery, L. (1995) What Does Research Say about the Learner? Excerpts from The Biological Basis of Thinking and Learning. The Catalyst, 4, Fall Winter, National Research Council, Washington, DC. Description: Summarizes seven biologically-based developmental stages of larning, starting with the earliest stage, which is called accidental representation, and ending with the highest stage, which is called hierarchical repatterning. These stages are sequential and build upon one another. It is also important to note the role played by earlier experiences: a child who has had a rich array of experiences with the world has a much broader repertoire from which to draw when experiencing emerging cognitive abilities. Categories: learning theory, classroom practice Type: journal article Lowery, L. F. (1993) On Becoming An Expert Teacher of Science. FOSS Project. Description: Describes the stages teacher pass through as they become more expert at teaching science. Categories: professional development, hands-on science, hands-on science Type: journal article Lowery, L. F.. (1991) New Design for Elementary School Science, A. Connections. Description: Describes the early history and development of the FOSS project. Categories: hands-on science, assessment, learning theory Type: journal article Lowery, Lawrence. (1998) Strategies for Instruction. FOSS Newsletter, Spring 1998, no. 11. Description: There are many variables that contribute in different ways to the effectiveness of instruction. One variable is seldom examined in detail even though it has a major influence upon learning. That variable is the physical arrangement of learners. Expert teaching can be distinguished from novice teaching by the strategic use of a variety of classroom arrangements. These include the: Categories: FOSS, classroom practice, learning theory Type: No Specific Type Malone, L., Long, K., and De Lucchi, L. (2004) All things in moderation.Science and Children, February 2004, pp. 31-34.. Description: How moderation—the group evaluation of student assessments—can be an enriching and effective professional development tool. http://www.nsta.org/elementaryschool Categories: FOSS, assessment, professional development Type: No Specific Type Mapp, K. (1997) Making the Connection Between Families and Schools. The Harvard Education Letter, v. 13 no. 5. Description: Discusses the strong link between parent involvement and children's succes in school and how it is addressed in schools. Categories: information for parents/community, hands-on science, hands-on science Type: journal article Marek, E.A., and Cavallo, A. (1995) Passkeys to Learning Science in the Elementary Schools: The Data and Language of Science. Journal of Elementary Science Education, 7, (1), 1–15.. Description: This study examined teachers' differeing uses of student-gathered data during science investigations. Categories: science and language arts, science and literacy, science and mathematics Type: journal article Martin, R.A. (1997) Everything I Ever Needed to Know About Assessment I can Learn in Kindergarten. Science and Children, September 1997, pp. 50-53. Description: Relates some suggestions on using experiences of working with young children in revising assessment strategies. Categories: assessment, classroom practice Type: journal article Mechling, K.R., and Oliver, D. L. (1982) 4th R, The: Science, Stephchild of the Elementary Curriculum. Principal, v. 62, November, 1982, pp. 28-37. Description: A report from 1982 suggests that science remains the stepchild among elementary school subjects—something less than basic but not quite elective. Categories: hands-on science, textbooks Type: journal article Medress, T. (1993) Nature and Short-Term Development of Problem Solving Skills Among Fifth and Sixth Grade Students Using a FOSS Science Module. University of California, Berkeley. Description: Study was undertaken to examine the nature and short-term development of problem-solving skills among fifth and sixth-grade children, using the FOSS Modules and Designs Module. Categories: learning theory, hands-on science, FOSS Type: Masters projects and dissertations Mintz, E., and Calhoun, J. (2004) Project Notebook.Science and Children, November/December 2004, pp. 30-34. Description: Believing that science could be used as a vehicle for increasing student achievement across the curriculum, seven science resource teachers in the South Carolina Lowcountry designed a professional development program funded through a Local Systemic Change grant from the National Science Foundation called Project Inquiry. This article shares their experiences in creating this program, in which science notebooks, used in conjunction with an inquiry-based science curriculum, emerged as the natural vehicle for helping to create an effective science program. (Online access requires NSTA membership.) http://www.nsta.org/main/news/stories/science_and_children.php?category_ID=86&news_story_ID=49935 Categories: FOSS, science and literacy, science and language arts Type: journal article Raloff, J. (2001) Errant Texts: Why Some Schools May Not Want to Go by the Book.Science News, vol 159, No 11. Description: First part of a two-part article which focuses on identifying text errors and recommends avoiding texts unless the teacher is well trained in the sciences. http://www.sciencenews.org/articles/20010317/bob9.asp Categories: textbooks, science and literacy, hands-on science Type: journal article Raloff, J. (2001) Where's the Book? Science Education Is Redefining Texts.Science News, vol 159, No 12. Description: Second part of a two-part series on middle school curricula. This part focuses on activity-based science in comparison to textbook-based science. http://www.sciencenews.org/articles/20010324/bob12.asp Categories: textbooks, science and literacy, hands-on science Type: journal article Robardey, C., Allard, D. W., and P. C., Brown D. M. (1994) Assessment of the Effectiveness of Full Option Science System Training for Third through Sixth Grade Teachers, An. Journal of Elementary Science Education, 6, (1),17-29. Description: Twenty-nine third and fourth grade teachers and twenty-five fifth and sixth grade teachers were trained in the use of appropriate grade level FOSS modules and each teacher taught at least one of the modules. Teachers were tested at the beginning and end Categories: professional development, FOSS, hands-on science Type: journal article Romance, N. R., and Vitale, M.R. (1993) Constructivist Approach to Improving Learning in Elementary School Science for Students in Grades 4 & 5, A. Paper presented to the Annual Meeting of the National Science Teachers Asso. Description: Researchers, in cooperation with classroom teachers and school district staff, designed, implemented a Curriculum Ingegration Model with an eye toward the identification of "realistic" solutions to persistent problems associated with elementary science instruction. Categories: science and language arts, hands-on science Type: Research Paper Rose-Baele, J.S., Coffey, P., and Tempel, C. (2003) Evaluation of Project Inquiry, 2001-2002: Fifth Grade Outcome Study, Science for All Students, Berkeley/Charleston County School Districts.LSC Grant, Report No. 03-226, National Science Foundation. Description: The report presents data from a comprehensive evaulation of Project Inquiry. Project Inquiry is an initiative funded by the National Science foundation to improve math and science instruction in elementary and middle schools. The focus of Project Inquiry in Charleston and Berkeley County public schools is to train teachers to implement a rigorous and relavant science curriculum that will improve student achievement in science. http://www.ccsdschools.com/administration/assessment/PIpage.html Categories: professional development, student achievement, national standards Type: research report Ruiz-Primo, M. A.,and Shavelson, R. J. (2002) Looking Into Students' Science Notebooks: What Do Teachers Do With Them?. CRESST/Stanford University, CSE Technical Report 562. Description: Proposes the use of students' science notebooks as one possible unobtrusive method for examining some aspects of teaching quality. Categories: professional development, assessment, science and language arts Type: research report Shymansky, J. A. (1989) What Research Says About ESS, SCIS, and SAPA. Science and Children, 33–35. Description: Review of research related to older hands-on science curricula. Categories: hands-on science, student achievement, hands-on science Type: journal article Shymansky, J. A.. (2002) Developing Children's Reading Skills Through Hands-on Science. Paper presented at the International Conference for Ontological, Epistemolo. Description: Elementary school teachers constantly struggle with the problem of fitting everything into an already packed school day. An area like science often gets squeezed out of the schedule to allow extra instructional time for reading and language arts. Science and reading need not necessarily compete for scarce instructional time; they can complement each other quite well when reading. Categories: science and language arts, hands-on science, hands-on science Type: opinion article Shymansky, J., Hedges, L., and Woodworth, G. (1990) A Reassessment of the Effects of Inquiry-Based Science Curricula of the 60's on Student Performance. Journal of Research in Science Teaching, 27, (2), pp. 127-144. Description: Researchers combined 81 research studies (a process called metaanalysis) contrasting the performance of students in hands-on activity-based programs with that of students in textbook-based classrooms. Primary grade children exposed to hands-on instruction displayed a positive effect size of 1.4 standard deviations in science achievement. Noteworthy was the achievement gains by students of teachers who had taken inservice training on the hands-on curricula. Categories: hands-on science, effectiveness study Type: No Specific Type Shymansky, J., Kyle, W., and Alport, J. (1983) Effects of the New Science Curricula on Student Performance, The. Journal of Research in Science Teaching., 20, (5), 387-404.. Description: This study summarizes the results of a quantitative synthesis of the retrievable primary research dealing with the effects of new science curricula on student performance. Categories: student achievement, hands-on science, hands-on science Type: journal article Staver, J. R. (1992) Constructing Concepts of Constructivism with Elementary Teachers.. Behind the Methods Class Door (Book). 109-117; Chapter in AETS Yearbook (Ed. Description: A discussion of the use of constructivist teaching methods with elementary teachers engaged in hands-on science curricula such as BSCS and FOSS. Categories: learning theory, hands-on science Type: book chapter Staver, J.R., and Shroyer, M. G. (1992) Teaching Elementary Teachers How to Use the Learning Cycle for Guided Inquiry Instruction in Science. Behind the Methods Class Door (Book). 3-9. Description: One way for elementary, middle and high school teachers to exemplify the current reform in science education is to teach science via the Learning Cycle. Categories: learning theory, inquiry-based instruction Type: book chapter Stein, J. (1992) Reflection on and Modification of an Elementary Science Unit to Address the Needs of a Spanish Bilingual Class. University of California, Berkeley. Description: Observations on the implementation of the FOSS Water Module in a Spanish bilingual class. Categories: classroom practice, hands-on science, student achievement Type: Masters projects and dissertations Stokes, L., Hirabayashi, J., and Ramage K. (2003) Writing for Science and Science for Writing: The Seattle Elementary Expository Writing and Science Notebooks Program as a Model for Classrooms and Dis.Inverness Research Associates. Description: An evaluation report of the Seattle School District's Expository Writing and Science Notebooks Program, a an enhancement of the district's K–5 science program. Its aim is to improve the teaching and learning of both science and writing through a structured approach to having students write in their science notebooks as part of their science instruction. http://www.inverness-research.org/reports/ab_seasciwriting.htm Categories: science and language arts, classroom practice, professional development Type: effectiveness study Stokes, L., Hirabayashi, J., and Ramage, K. (2003) Writing For Science, Science For Writing: A Study Of The Seattle Elementary Science Expository Writing And Science Notebooks Program.Inverness Research Associates. Description: Independent experts were asked to review the work in student notebooks to capture their perspectives on the key features, the quality, and the educational significance of student work in science notebooks. A written survey was also conducted of elementary teachers across the district to determine the extent to which science is taught and to compare the teaching approaches of participants in Seattle's Expository Writing program to those of other teachers. http://www.inverness-research.org/reports/ab_seanotebooks03.htm Categories: classroom practice, science and literacy, science and language arts Type: report Sutman, F. (1992) Science Content Errors: An Issue of Immediate Concern. National Association for Research in Science Teaching, v. 29, no. 3, pp 437. Description: Scathing review of texts (e.g. a 600-page, 30-chapter biology text introduces an average of 109 new terms per chapter and has over 200 errors in the first 206 pages). Categories: textbooks Type: opinion article Tolley, B. (1991) Survey of the Science Update Project. Haas School of Business, University of California at Berkeley. Description: Executive summary states that the Science Update Project (Lawrence Hall of Science, UC-Berkeley) had remarkable success in its influence on the learning of students and the ability of teachers to teach science with hands-on materials. Categories: hands-on science, student achievement, FOSS Type: research report Valadez, J., and Freve, Y. (2001) The Effect of Inquiry-based Science Teaching on Standardized Reading Scores.Fresno Unified School District-Urban Systemic Program, Fresno, California. Description: Study results include the fact that students using FOSS for 4 years scored higher on SAT9 reading and science tests than students with less or no exposure to FOSS. http://sustainability2002.terc.edu/invoke.cfm/page/143 Categories: science and language arts, student achievement, hands-on science Type: effectiveness study Valadez, Jerry D. and Freve, Yvonne. (2002) Teaching Hands-On/Minds-On Science Improves Student Achievement in Reading: A Fresno Study.FOSS Newsletter, Fall 2002, no. 20. Description: In Fresno Unified, the fourth-largest school district in California, efforts began to focus on research and validation of effective strategies for integrating language arts and reading through content instruction. Teachers using the hands-on, inquiry-based FOSS units submitted one embedded assessment per year for each student. A scoring institute was conducted during the summer months, giving teachers an opportunity to study student work and understand more fully what children were experiencing in the classroom. http://lhsfoss.org/newsletters/archive/FOSS20.Fresno.html Categories: science and literacy, student achievement, FOSS Type: No Specific Type Weiss, I. R., Pasley, J. D., Smith, P. S., Banilower, E. R., and Heck, D. J. (2003) Looking Inside the Classroom: A Study of K-12 Mathematics and Science Education in the United States (Highlights Report).Horizon Research, Inc., Chapel Hill, NC, May 2003. Description: The Inside the Classroom study was designed to provide snapshorts of what transpires inside the nation's mathematics and science classroom and the factors that shape that instruction. http://www.fossworks.com/pdfs/Helping_ELL.pdf http://www.fossworks.com/pdfs/Helping_ELL.pdf Categories: classroom practice, science and mathematics, professional development Type: research report Wexler, D. (1991) Development of Map Making Skills through Instruction: An Analysis of Children’s Abilities to transfer concepts learned in the Schoolyard Models. University of California, Berkeley. Description: Study examined students’ ability to draw overhead maps of familiar locales (classroom, schoolyard) at different grade levels. Categories: learning theory, hands-on science, FOSS Type: Masters projects and dissertations Wilson, M.,and Sloane, K. (2000) From Principles to Practice: an Embedded Assessment System. Applied Measurement in Education, 13(2), pp. 181–208. Description: Describes the principles that guided the creation and implementation of a system of embedded assessments—the so-called BEAR (Berkeley Evaluation and Assessment Research) Assessment System. Categories: assessment, hands-on science, hands-on science Type: journal article |
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Database of FOSS Research
on FOSS and Ongoing Projects