The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement

Betty J. Young; Sharon K. Lee

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The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement

机译：基于工具包的科学课程和密集型科学专业发展对基础科学成绩的影响

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摘要

The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science materials and do not have systematic science PD for teachers. Within the kit-based project, the sample of project teachers is stratified to select teachers with a high number of science PD hours versus those with few hours. While there were no significant differences in the mean total scores for kit-based students with low PD versus high PD teachers, the kit-based classrooms scored significantly higher than students in nonkit classrooms on both the pretest and posttest, though there were significantly more minutes of science instruction in the nonkit classrooms. Finally, nonkit teachers taught more units of shorter length and reported lower levels of preparedness to use reform pedagogical approaches.

机译：将具有集约型专业发展（PD）支持的基于套件的探究科学课程的地区的226名五年级学生的科学成就与其他地区使用非套件科学材料且没有系统知识的173名五年级学生的数据进行比较教师的科学PD。在基于工具包的项目中，对项目教师的样本进行分层，以选择科学PD时数相对于几个小时的教师。虽然PD较低的套件学生与PD较高的套件学生的平均总分没有显着差异，但套件前的课堂在测试前和测试后的得分均显着高于非套件中的学生，尽管上课时间要长得多非套件教室的科学教学。最后，非工具包教师教了更多较短的单元，并报告了使用改革教学法的较低准备水平。

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《Journal of Science Education and Technology》 |2005年第6期|p.471-481|共11页
作者
Betty J. Young; Sharon K. Lee;
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作者单位

School of Education, Chafee 616, University of Rhode Island, Kingston, Rhode Island;

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原文格式 PDF
正文语种 eng
中图分类自然科学总论;
关键词
elementary science achievement; kit-based science; professional development;

机译：基础科学成果;基于工具的科学;专业发展;

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The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement

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