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Impact of the MARS curriculum: The mass unit
Author(s) -
Raghavan Kalyani,
Sartoris Mary L.,
Glaser Robert
Publication year - 1998
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/(sici)1098-237x(199801)82:1<53::aid-sce4>3.0.co;2-#
Subject(s) - astrobiology , mars exploration program , curriculum , unit (ring theory) , mathematics education , science education , psychology , pedagogy , physics
The M odel‐based A nalysis and R easoning in S cience (MARS) project is involved in developing model‐centered curriculum modules for middle‐school science. MARS instruction focuses on a variety of physical, pictorial, and symbolic representations of theoretical entities, providing tangible objects that students can use to think and talk about abstract concepts and links between concepts. This article examines the impact of the mass unit, the third unit of a sixth‐grade curriculum module, implemented in a public school during the 1993–1994 school year. Following an overview of the unit itself, three sections describe its impact as revealed by three aspects of evaluation: (1) classroom observations of opportunities to learn afforded students through instructional activities and interactions; (2) examination of students' written work, including worksheets and free‐response test performance; and (3) analysis of protocol data from individual interviews conducted at the end of each of the three main sections of the curriculum. The article concludes with a discussion of specific implications for the MARS curriculum and general implications for science instruction. © 1998 John Wiley & Sons, Inc. Sci Ed 82: 53–91, 1998.