Background: There have been repeated calls for more widespread use of inquiry-oriented science instruction in K-12 education. At the same time, questions have been raised regarding whether the amount of time in school schedules for science instruction is sufficient to support inquiry-based teaching. This study investigates the relationship between…

Science tends to be viewed as a completely separate subject area from reading and math. This is the case even in elementary school, where academic content may be more intertwined than in later years. But scientific thinking and processes are valuable across all areas of learning and for career success. Waiting until the middle grades to give…

Improving the reading ability of young students could hardly be a more urgent priority for our elementary schools. Two thirds of American fourth and eighth graders are not able to read proficiently--and the outcomes are far worse for students from disadvantaged backgrounds. The National Assessment of Educational Progress in 2019 showed that only…

With only 34% of 8th grade students earning a rating of proficient or higher in science education (from the 2011 National Assessment of Education Progress data), much work is needed in our classrooms to achieve the new more rigorous performance expectations found in the "Next Generation Science Standards." For decades, researchers have…

Recent comparative data on high school graduates show that many American students are not well prepared in fields of science, technology, engineering, and mathematics and that there is a persistent achievement gap according to the socioeconomic backgrounds of students. The research for this paper focuses on the role of elementary education in…

Studies evaluating the graphics in science textbooks have recommended that teachers use eye-catching visuals to reinforce student learning objectives. Similarly, the "Next Generation Science Standards" (NGSS Lead States 2013) suggest that science teachers use visuals to teach English Language Learners (ELLs). However, little research has…

This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video…

In the United States, student achievement results from mathematics and reading are always included in high-stakes accountability calculations. Because of this, it has been argued that other subjects have been minimized due to assessment and accountability policies. In this study, the accountability practices of states were differentiated into…

Addressed is the current practice in educational reform of reducing time for science instruction in favor of traditional reading/language arts instruction. In contrast, presented is an evidence-based rationale for increasing instructional time for K-5 science instruction as an educational reform initiative. Overviewed are consensus…

Discusses the gender differences revealed on the science content items of the National Assessment of Educational Progress Science Assessment. Examines explanations for the differences, including differential prior instruction, differential response to uncertainty, differential response to figurally presented items, and different attitudes toward…

Discussed is the 1986 NAEP data on understanding and using basic science facts. Suggests using observing, measuring, and hypothesis testing as supplements to traditional instructional methods. The use of this technique is urged for Black, Hispanic, and female students to compensate for the lack of outside experiences noted in the NAEP findings.…