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Peer reviewed
Direct linkGelmez Burakgazi, Sevinc; Yildirim, Ali; Weeth Feinstein, Noah – Journal of Science Education and Technology, 2016
Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered…
Descriptors: Science Instruction, Grade 4, Grade 5, Elementary School Science
Download full textPortes, Pedro R.; González Canché, Manuel; Boada, Diego; Whatley, Melissa E. – American Educational Research Journal, 2018
This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the…
Descriptors: Elementary School Students, Culturally Relevant Education, Outcomes of Education, Intervention
Davis, Dennis S.; Huang, Becky; Yi, Tanisha – Reading Research Quarterly, 2017
Previous research has identified various factors that contribute to readers' comprehension of expository texts, including strategy expertise, language proficiency, prior knowledge, and more recently, readers' beliefs about knowledge. This study addresses the need to understand the relative contributions of these predictors to readers'…
Descriptors: Middle School Students, Science Materials, Reading Materials, Reading Comprehension
Hsu, Chih-Chao; Wang, Tzone-I – Asia Pacific Education Review, 2014
Concept comprehension is an important foundation for more complex thoughts. To enhance concept comprehension, teachers of traditional classrooms have been using instructional strategies and specific course designs, which have been proven effective. It initiates a hypothesis that integrating instructional strategies in the course designs of an…
Descriptors: Foreign Countries, Electronic Learning, Elementary School Students, Grade 5
Cassata-Widera, Amy; Century, Jeanne; Kim, Dae Y. – Society for Research on Educational Effectiveness, 2011
The practical need for multidimensional measures of fidelity of implementation (FOI) of reform-based science, technology, engineering, and mathematics (STEM) instructional materials, combined with a theoretical need in the field for a shared conceptual framework that could support accumulating knowledge on specific enacted program elements across…
Descriptors: Program Implementation, Science Materials, Instructional Materials, STEM Education
Chang, Sandy Ming-San – ProQuest LLC, 2013
As an initial step toward understanding which features of academic language make science-based expository text difficult for students with different English language proficiency (ELP) designations, this study investigated fifth-grade students' thoughts on text difficulty, their knowledge of the features of academic language, and the…
Descriptors: English Language Learners, Academic Discourse, Reading Comprehension, Science Materials
Horney, Mark A.; Anderson-Inman, Lynne; Terra, Fatima – Journal of Special Education Technology, 2009
This study investigated the effects of text notes and voice notes on the comprehension of science texts by fifth grade students. The study was conducted to determine whether digital note taking was an effective reading strategy, and whether one form of digital note taking was more effective than the other. Results revealed that general education…
Descriptors: Heredity, Reading Comprehension, Reading Strategies, Grade 5
Miller, Gloria I.; Jaciw, Andrew; Wei, Xin; Ma, Boya – Empirical Education Inc., 2007
This research project consists of a randomized experiment in a few of the Reynoldsburg City Schools. The primary purpose of this research is to produce scientifically based evidence of the comparative effectiveness of the "Scott Foresman Science" ("SFScience)" program. The question being addressed by the research is whether…
Descriptors: Academic Achievement, Reading Achievement, Evidence, Outcome Measures
Young, Betty J.; Lee, Sharon K. – Journal of Science Education and Technology, 2005
The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science materials and do not have systematic science PD for teachers. Within the kit-based…
Descriptors: Elementary School Science, Learning Modules, Professional Development, Elementary School Students
