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The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills
Author(s) -
Cotabish Alicia,
Dailey Debbie,
Robinson Ann,
Hughes Gail
Publication year - 2013
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/ssm.12023
Subject(s) - curriculum , mathematics education , science education , interim , psychology , process (computing) , elementary mathematics , pedagogy , computer science , archaeology , history , operating system
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.