The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills

School Science and Mathematics

Volumn 113, Issue 5, 2013, Pages 215-226

  Cotabish, Alicia ^a   Dailey, Debbie ^b   Robinson, Ann ^b   Hughes, Gail ^b  

^a UNIVERSITY OF CENTRAL ARKANSAS   (United States)

^b UNIVERSITY OF ARKANSAS AT LITTLE ROCK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84904806237     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/ssm.12023     Document Type: Article

References (43)

1. Adams, C., & Callahan, C. M. (1995). The reliability and validity of a performance task for evaluating science process skills. Gifted Child Quarterly, 39, 14–20.
2. Appleton, K. (2008). Developing science pedagogical content knowledge through mentoring elementary teachers. Journal of Science Teacher Education, 19, 523–545. doi: 10.1007/s10972-008-9109-4.
3. Banilower, E. R., Fulp, S. L., & Warren, C. L. (2010). Science: It's elementary. Year four evaluation report. Chapel Hill, NC: Horizon Research, Inc. Retrieved from http://www.horizon-research.com/reports/2010/sieyr4.php
4. Bickel, R. (2007). Multilevel analysis for applied research: It's just regression. New York: Gulford.
5. Bitan-Friedlander, N., Drefus, A., & Milgrom, Z. (2004). Types of “teachers in training”: The reactions of primary school science teachers when confronted with the task of implementing an innovation. Teaching and Teacher Education, 20, 607–619. doi: 10.1016/j.tate.2004.06.007.
6. Borman, G. D., Gamoran, A., & Bowdon, J. (2008). A randomized trial of teacher development in elementary science: First-year effects. Journal of Research on Educational Effectiveness, 1, 237–264. doi: 10.1080/19345740802328273.
7. Bracken, B. A., Holt, K. A., Lee, M. L., McCormick, C. J., Reintjes, C. L., Robbins, J. I., & Stambaugh, T. L. (2008). Perceptual assessment of science teaching and learning preliminary examiner's manual. Williamsburg, VA: The College of William and Mary.
8. Brandwein, P. F. (1995). Science talent in the young expressed within ecologies of achievement (RBDM 9510). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
9. Buczynski, S., & Hansen, C. B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26, 599–607.
10. Committee on Science, Engineering, and Public Policy (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academy Press.
11. Council of Chief State School Officers (2008). Does teacher professional development have effects on teaching and learning (Grant No. REC 0438359). Retrieved from http://www.ccsso.org/Documents/2008/Does_Teacher_Professional_Development_2008.pdf
12. Duschl, R., Schweingruber, H. A., & Shouse, A. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National Academies Press.
13. Fowler, M. (1990). The diet cola test. Science Scope, 13(4), 32–34.
14. Fulp, S. L. (2002). Status of elementary school science teaching. Chapel Hill, NC: Horizon Research, Inc. Retrieved from http://2000survey.horizon-research.com/reports/elem_science/elem_science.pdf
15. Gerard, L. F., Varma, K., Corliss, S. B., & Linn, M. C. (2011). Professional development for technology-enhanced inquiry science. Review of Educational Research, 81(3), 408–448.
16. Goldston, D. (2005). Elementary science: Left behind? Journal of Science Teacher Education, 16, 185–187.
17. Granger, E. M., Bevis, T. H., Saka, Y., & Southerland, S. A. (2009 April). Comparing the efficacy of reform-based and traditional/verification curricula to support student learning about space science. Paper presented at the annual meeting of the National Association for Research in Science Teaching, CA: Garden Grove.
18. Heck, R. H., Thomas, S. L., & Tabata, L. N. (2010). Multilevel and longitudinal modeling with IBM SPSS. New York: Routledge.
19. Johnson, C. J., Kahle, J. B., & Fargo, J. D. (2006). Effective teaching results in increased science achievement for all students. Science Education, 91, 371–383. doi: 10.1002/sce.20195.
20. Keeley, P. (2009). Elementary science education in the K-12 System. NSTA WebNews Digest. Retrieved from http://www.nsta.org/publications/news/story.aspx?id=55954
21. Kennedy, M. (1998). Form and substance of inservice teacher education (Research Monograph No. 13). Madison, WI: National Institute for Science Education, University of Wisconsin–Madison.
22. Kim, K. H., VanTassel-Baska, J., Bracken, B. A., Feng, A., Stambaugh, T., & Bland, L. (2012). Project Clarion: Three years of science instruction in Title 1 schools among K-Third grade students. Research in Science Education, 42, 813–829. doi: 10.1007/s11165-011-9218-5.
23. Klahr, D., & Li, J. (2005). Cognitive research and elementary science instruction: From the laboratory, to the classroom, and back. Journal of Science Education and Technology, 14(2), 217–238. doi: 10.1007/s10956-005-4423-5.
24. Little, P. F. B. (2005). Peer coaching as a support to collaborative teaching. Mentoring and Tutoring, 13(1), 83–94.
25. Metz, K. E. (2008). Narrowing the gulf between the practices of science and the elementary school science classroom. The Elementary School Journal, 109(2), 138–161.
26. Michaels, S., Shouse, A. W., & Schweingruber, H. A. (2008). Ready, set science! Putting research to work in K-8 science classrooms. Washington, DC: The National Academies Press.
27. National Research Council (1996). National science education standards. Washington, DC: National Academy Press.
28. National Science Board (2010). Preparing the next generation of STEM innovators: Identifying and developing our nation's human capital. NSB-10-33. Retrieved from http://www.nsf.gov/nsb/publications/2010/nsb1033.pdf
29. Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46(2), 532–566.
30. Penuel, W. R., Gallagher, L., & Moorthy, S. (2011). Preparing teachers to design sequences of instruction in earth systems science: A comparison of three professional development programs. American Educational Research Journal, 48(4), 996–1025. doi: 10.3102/0002831211410864.
31. Pratt, H. (2007). Science education's “overlooked ingredient”: Why the path to global competitiveness begins in elementary school. Retrieved from http://science.nsta.org/nstaexpress/nstaexpress_2007_10_29_pratt.htm
32. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
33. Rice, D. C. (2005). I didn't know oxygen could boil! What preservice and inservice elementary teachers' answers to “simple” science questions reveals about their subject matter knowledge. International Journal of Science Education, 27(9), 1059–1082.
34. Robinson, A., Shore, B. M., & Enersen, D. L. (2007). Best practices in gifted education: An evidence-based guide. Waco, TX: Prufrock Press.
35. Roth, K. L., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. Z. (2011). Videobased lesson analysis: Effective science PD for teacher and student learning. Journal of Research in Science Teaching, 48(2), 117–148.
36. Schoen, H. L., Cebulla, K. J., Finn, K. F., & Fi, C. (2003). Teacher variables that relate to student achievement when using a standards-based curriculum. Journal for Research in Mathematics Education, 34(3), 228–259.
37. Showers, B. (1984). Peer coaching: A strategy for facilitating transfer of training (Report No. ED 271 849). Eugene, OR: Center for Educational Policy and Management, College of Education, University of Oregon.
38. Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12–16.
39. Supovitz, J. A., Mayer, D. P., & Kahle, J. B. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational Policy, 14(3), 331–356.
40. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37, 963–980.
41. VanTassel-Baska, J. (1998). Planning science programs for high ability learners. ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved from http://www.ericdigests.org/1999-3/science.htm
42. Yoon, C. H. (2009). Self-regulated learning and instructional factors in the scientific inquiry of scientifically gifted Korean middle school students. Gifted Child Quarterly, 53, 203–216.
43. Yoon, K. S., Duncan, T., Lee, S., & Shapley, K. (2008). The effects of teachers' professional development on student achievement: Findings from a systemic review of evidence. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.