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Middle School Students' Conceptual Learning from the Implementation of a New NSF Supported Curriculum: Interactions in Physical Science™
Author(s) -
Eick Charles J.,
Dias Michael,
Smith Nancy R. Cook
Publication year - 2009
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2009.tb17861.x
Subject(s) - conceptual change , mathematics education , curriculum , physical science , concept learning , test (biology) , psychology , science education , conceptual framework , science learning , pedagogy , sociology , social science , paleontology , biology
A new National Science Foundation supported curriculum, Interactions in Physical Science™, was evaluated on students’ conceptual change in the twelve concept areas of the national physical science content standard (B) for grades 5–8. Eighth grade students (N=66) were evaluated pre and post on a 31‐item multiple‐choice test of conceptual understanding developed by the Harvard ‐Smithsonian Center for Astrophysics. Significant student gains (p<. 05, t‐test, two‐tailed) occurred in all concept areas in the category of properties and changes in properties of matter; for the force concept areas in the category motions and forces; and for the heat transfer and light interactions areas in the category of transfer of energy. Two of the six concept areas in the category of transfer of energy, chemical and nuclear reactions and the sun as a major source of energy, were not addressed in this study. Significant learning gains as item percent correct were typically close to 20%, though effect sizes were small to medium in magnitude (d = 0.3–0.6). Implications of the study for conceptual change curriculum and teaching are discussed.