Efficacy of a Second-Grade Science Program: Increasing Science Outcomes for All Students. (June 2021)

• Record Type: Journal Article
• Authors: Doabler, Christian T.; Therrien, William J.; Longhi, Maria A.; Roberts, Greg; Hess, Katherine E.; Maddox, Steven A.; Uy, Jasmine; Lovette, Gail E.; Fall, Anna-Maria; Kimmel, Georgia L.; Benson, Sarah; VanUitert, Victoria J.; Emily Wilson, Sarah; Powell, Sarah R.; Sampson, Victor; Toprac, Paul
• Other Names: Cook Bryan G. guest-editor.; Maggin Daniel M. guest-editor.; Robertson Rachel E. guest-editor.
• Is Part Of: Remedial and special education. Volume 42:Number 3(2021)
• Page Start: 140
• Page End: 154
• Publication Date: 2021-06
• Subjects: general education -- learning disabilities -- science -- instruction -- evidence-based practices -- explicit instruction; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932521989091
• Languages: English
• ISSNs: 0741-9325

Abstract

This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students' science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control conditions. A cluster randomized controlled trial was employed, with 294 students nested within classrooms and classrooms nested within condition. The Sci2 program was implemented for a total of 10 lessons (5 hr) in treatment classrooms, whereas control classrooms provided business-as-usual science instruction. Overall treatment effects were observed on three of four science outcome measures. The reported effects were moderate to large, with effect sizes (Hedges' g ) ranging from 0.48 to 0.94. Moderation analyses indicated that science knowledge at pretest did not moderate Sci2's effects. Implications for practice and research are discussed.