Implementing Problem-Based Learning in Science Classrooms

Many new curricular and instructional models must be developed or adapted as the nation moves towards educational reform in science classrooms. This article describes how problem-based learning, an innovative curricular and instructional model developed in medical graduate school programs, has been adapted for use in elementary and high school settings. Included in the integration of problem-based learning and science are components of all problem-based episodes including initiating learning with an ill-structured problem, using the problem to structure the learning agenda, and teacher as metacognitive coach, with important goals of a reformed science curriculum such as learning based on concepts of significance, student-designed experiments, and development of scientific reasoning skills.     

Examining the Effects of a Reformed Junior High School Science Class on Students' Math Achievement

Though national standards emphasize the importance of connections between math and science, few empirical studies exist to support the notion that student achievement increases from such integration. This paper examines an eighth‐grade science class that integrated mathematics into science through the use of technology. In a setting of action research, the effects of such integration were examined. This paper reports that integrating mathematics into the science class positively affected students' achievement in their math class and describes the circumstances under which the integration occurred.     

The Role of Teacher Stance When Infusing Inquiry Questioning Into Middle School Science Classrooms

The purpose of this study was to describe how a teacher's stance of wonder, curiosity, and exploration during the use of hypothetical inquiry situations served as a way for the teacher to address her goals for students to be more vocal members of the learning community; to encourage critical and creative thinking in the students; to provide them with meaningful, context-rich opportunities for synthesizing personal past experience with ongoing classroom instruction; to enhance socialization skills in the middle school environment; and to provide an improvisational atmosphere for both learning and teaching.     

The Impact of a Multiyear Systemic Reform Effort on Rural Elementary School Students' Science Achievement

This paper is a report of the impact of an externally funded, multiyear systemic reform project on students' science achievement on a modified version of the Third International Mathematics and Science Study (TIMSS) test in 33 small, rural school districts in two Midwest states. The systemic reform effort utilized a cascading leadership strategy of professional development delivered at summer workshops and through distance technologies and local leadership groups that focused on helping teachers work in communities of practice to adapt science inquiry lessons to teach and reinforce strategies and skills in language arts in the lessons. Science achievement scores of Grade 3 and Grade 6 student cohorts on the two forms of the TIMSS administered at the beginning, middle, and end of the professional development effort revealed a V‐shaped pattern of scores, suggesting that teachers struggled with the newly adapted science inquiries at first but then became more effective in their use. The impact of the adaptation strategy on the students' achievement, questions about the time needed for new instructional strategies to be embraced by teachers, and the wisdom of using “low stakes” achievement tests in studies are discussed.     

Science Teacher Beliefs and Intentions Regarding the Use of Cooperative Learning

The use of cooperative learning is a recurring theme in recommendations for science education, and numerous studies have documented its effectiveness in the classroom. However, teachers' beliefs about using cooperative learning may play an important role in its ultimate implementation. The primary purpose of this study was to examine the factors influencing K-12 teachers' intentions to use cooperative learning in their science instruction. The Theory of Planned Behavior was used in this study to assess the potential influence of three belief-based constructs: attitude, subjective norm, and perceived control. Salient beliefs about cooperative learning were first identified, scales were developed to measure the theory constructs, and a random sample of K-12 teachers responded to the scales. Two constructs, attitude and perceived behavioral control, were found to be significant influences and accounted for 62% of the variance in the teachers' intent to use cooperative learning in their own science instruction. Specific suggestions for addressing beliefs about cooperative learning and professional development strategies are offered.     

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

The purpose of the study was to assess elementary students' science process skills, content knowledge, and concept knowledge after one year of participation in an elementary Science, Technology, Engineering, and Mathematics (STEM) program. This study documented the effects of the combination of intensive professional development and the use of inquiry‐based science instruction in the elementary classroom, including the benefits of using rigorous science curriculum with general education students. The results of the study revealed a statistically significant gain in science process skills, science concepts, and science‐content knowledge by general education students in the experimental group when compared with students in the comparison group. Moreover, teacher participation in the STEM program had a statistically significant impact on students' variability in posttest scores. These interim student performance data support the implementation of rigorous differentiated science curriculum focused on improving science concept, content knowledge, and process skills.     

Behind the Masks: Identifying Students' Competencies for Learning Mathematics and Science in Urban Settings

Three mathematics and science educators reexamine and reflect on their teaching within the context of the American Association for the Advancement of Sciences (AAAS) and National Council of Mathematics' call to make math and science education accessible to all. The paper highlights the importance of teachers reflecting on their teaching practices in order to create opportunities for their students especially those in the urban setting. The educators argue that teachers' reflection on their teaching can cause them to recognize and validate their students' ways of knowing as they identify the students' hidden/concealed abilities that are often masked by their behaviors. The educators discuss their experiences and highlight the lessons that they learned about ways to prepare teachers to successfully teach math and science students in urban settings. Culturally responsive pedagogy and cultural competency are critical skills that teachers need to develop in order to teach all children, especially those in the math and science classroom in the urban setting.     

Teaching Multiple Modes of Representation in Middle‐School Science Classrooms: Impact on Student Learning and Multimodal Use

This quasi‐experimental study investigated how explicit instruction about multiple modes of representation (MMR) impacted grades 7 (n = 61) and 8 (n = 141) students’ learning and multimodal use on end‐of‐unit assessments. Half of each teacher's (n = 3) students received an intervention consisting of explicit instruction on MMR in science discourse, in addition to regular science instruction enhanced by a focus on MMR; comparison groups of students received regular science instruction. Three ordinary least squares regression models used student demographic variables and whether or not students received the intervention to predict students’ (a) gain scores on end‐of‐unit tests, (b) voluntary use of embedded MMR on unit tests, and (c) retention of science knowledge as measured by a state end‐of‐level criterion‐referenced assessment. Analyses showed that explicit instruction on MMR did not make a significant impact on student gain scores, the amount of embeddedness on unit tests, or end‐of‐level scores. However, Models 2 and 3 showed Hispanics and females used MMR more on end‐of‐unit tests than Whites or males, respectively, whether or not they received the intervention. Hispanics and females scored lower than Whites or males, respectively, on end‐of‐level, multiple‐choice assessments. Implications for classroom teachers and educational researchers in relation to these underserved populations are discussed.