The Role of the Scientific Discovery Narrative in Middle School Science Education: An Experimental Study

Autor/inn/en	Arya, Diana J.; Maul, Andrew
Titel	The Role of the Scientific Discovery Narrative in Middle School Science Education: An Experimental Study
Quelle	In: Journal of Educational Psychology, 104 (2012) 4, S.1022-1032 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0028108
Schlagwörter	Outcome Measures; Science Instruction; Predictor Variables; Grade 8; Middle Schools; Grade 7; Science Education; Comparative Analysis; Scientific Literacy; Scientific and Technical Information; Scientific Concepts; Prior Learning; Reliability; Item Response Theory; Scores; Regression (Statistics); Middle School Students; California; United States + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Prädiktor; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Mittelschule; Mittelstufenschule; School year 07; 7. Schuljahr; Schuljahr 07; Naturwissenschaftliche Bildung; Vorkenntnisse; Reliabilität; Item-Response-Theorie; Regression; Regressionsanalyse; Middle schools; Student; Students; Schüler; Schülerin; Kalifornien; USA
Abstract	In an experimental study (N = 209), the authors compared the effects of exposure to typical middle-school written science content when presented in the context of the scientific discovery narrative and when presented in a more traditional nonnarrative format on 7th and 8th grade students in the United States. The development of texts was controlled so as to isolate the presence of the discovery narrative structure as the independent variable; outcome measures were developed according to the BEAR Assessment framework to be sensitive to a range of levels of understanding of presented information and to focus only on the conceptual material presented in the texts. Students exposed to the scientific discovery narrative performed significantly better on both immediate and delayed outcome measures. These findings are discussed in the context of a larger argument for the inclusion of the scientific discovery narrative in science instruction. (Contains 6 tables, 1 figure and 5 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10