Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications

Abstract

Summarized are research findings and policy implications obtained over a 5 year period (51 teachers, 1200 students) from the implementation of an in-depth expanded applications of science (IDEAS) model with average, above average, and at-risk students in grades 2-5. The IDEAS model replaced the time allocated for traditional reading/language arts instruction with a daily 2 hour time-block dedicated solely to in-depth science concept instruction which encompassed reading comprehension and language arts skills (e.g. concept-focused teaching, hands-on activities, utilization of science process skills, reading of science print materials, concept map construction, journal writing). The multi-year results revealed a consistent pattern of the model's effectiveness in improving both the science understanding (effects on the Metropolitan Achievement Test-Science ranged from 0.93 to 1.6 grade equivalents) and reading achievement (effects on the Iowa Test of Basic Skills-Reading and the Stanford Achievement Tests-Reading ranged from 0.3 to 0.5 grade equivalents). Participating students also consistently displayed significantly more positive attitudes and self-confidence toward both science and reading. Interpreting the findings, the IDEAS model was considered to provide clear evidence for the importance of focusing the teaching-learning process on the conceptual structure of the curricular knowledge to be learned in a fashion consistent with research and policy issues raised by the recent TIMSS study. Also discussed was the role of the IDEAS model as a means for linking theoretical perspectives from instructional design and cognitive science to science educational reform.