Skip to main content


Welcome, the Hub connects all projects

Library


Relationships Among Inquiry-Based Science, Elementary and Middle-Grade Achievement, and Science-Related Student Behaviors in a North Carolina School District

Abstract

Researchers presented findings from students in grades 5 and 8, and their teachers, who took part in a targeted K-8 science MSP. Findings include relationships among cumulative student exposure to varying amounts of research-based curriculum, teacher training, students' end-of-grade test scores, and student's science-related behaviors. The research-based curriculum and PD that Teachers and Scientists Collaborating (TASC) provided focused on science inquiry skills and behaviors. The state's end-of-grade test focused on knowledge-level retention, primarily vocabulary. Regardless of the incongruence between TASC's focus on inquiry-based teaching, learning, and the state test, district partners remain supportive, but also primarily interested in student performance on the state test. This presentation examines what was learned.

Comments

Comments are visible to site members only.

Current members may log-in to participate in the comments; others must apply to join.