1 / 19

What Works In Teaching Science:

What Works In Teaching Science:. A Meta-Analysis of Current Research Carolyn Schroeder Center for Math & Science Education Texas A&M University. Texas A&M University Project Staff. Timothy P. Scott, Ph.D., Project Director Carolyn Schroeder, Ph.D., Research Associate

roth-roth
Download Presentation

What Works In Teaching Science:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What Works In Teaching Science: A Meta-Analysis of Current Research Carolyn Schroeder Center for Math & Science Education Texas A&M University

  2. Texas A&M University Project Staff • Timothy P. Scott, Ph.D., Project Director • Carolyn Schroeder, Ph.D., Research Associate • Homer Tolson, Ph.D., Senior Analyst • Yi-Hsuan Lee, Ph.D., Analyst • Tse-Yang Huang, Ph.D., Analyst

  3. Advisory Board • Carol L. Fletcher, Ph.D., Texas Regional Collaboratives, UT Austin • Ginny Heilman, Region VI ESC • Anna McClane, Region IV ESC • Sandra S. West, Ph.D., Texas State University • Jo Ann Wheeler, Region IV ESC

  4. What teaching strategies have been shown to improve student achievement in science???

  5. Criteria for Selection of Studies • Dealt with K-12 science education in the U.S. • Used student achievement (success, performance, etc.) as dependent variable • Used science education teaching strategies as independent variables • Was experimental or quasi-experimental • Reported effect size (ES) or statistics necessary to calculate it • Could not be totally correlational • Could not deal exclusively with special populations • Could not be included more than once (e.g., same study reported in a dissertation and journal article)

  6. Read and Share Everyone: • Read pages 1-2. When finished: • Discuss the answers to the following questions - • What is the goal of science education? • Why are standards important? • How were these strategies selected? • What is important about the order in which the strategies appear in the booklet?

  7. Jigsaw Activity Number off from 1 to 8. Read your assigned strategy; underline or highlight important points for discussion. Move to your designated area. As a group create a chart paper using the following criteria.

  8. GROUP WORK - 10 Minutes Write the strategy name and number on the top of the chart paper. Discuss and record on the chart paper - • Overview of the strategy • Examples you feel would be helpful at your grade level – from booklet • Specific example of how you have or will use the strategy in your classroom • Obstacles or problems associated with using the strategy • Hang your wall chart when finished

  9. THANK YOU!! Return to your seat

  10. Figure 1. Mean Effect Sizes for Treatment Categories and Total Data C1=Questioning C2=Manipulation C3=Enhanced Material C4=Assessment C5=Inquiry C6=Enhanced Context C7=Instructional Technology C8=Collaborative Learning

  11. Table 4. Ranking of Teaching Strategies

  12. Gather your group of Eight

  13. GALLERY WALK – 2 Minutes a Station • As you walk discuss and include important points on your sheet. • You have a resident expert in each group.

  14. What teaching strategies have been shown to improve student achievement in science??? • All of the innovative strategies have a positive influence on student achievement. • Innovative science instruction is a mixture of teaching strategies. • Teaching strategies are tools, and the right tool must be selected for the job at hand.

  15. Most Powerful–Enhanced Context Strategies • Make learning relevant to students • Use real-world examples and problems • Problem based learning • Case based learning • Use technology to bring real world into classroom • Take students out of classroom into real world • Use multiple contexts to teach concept

  16. RUBRIC AT END • In final group, after everyone has shared: • Review the product rubric at the end of the booklet. • How could you use this in your work? • How important are rubrics like this when we purchase kits or curriculum or when adopting textbooks?

  17. Science content Accuracy and alignment Safety Organization and structure Format of materials Coherency Meaningful assessment Alignment Formative Summative Metacognitive Effective instructional practices Enhanced context strategies Inquiry strategies Instructional technology strategies Collaborative learning strategies Manipulation strategies Questioning strategies Equity and practicality Equity Practicality Rubric Design Based on Meta-Analysis

  18. Conclusions

  19. Questions or Comments?

More Related