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This article reports a systematic review of research on science programs in grades
6-12. Twenty-one studies met inclusion criteria including use of randomized or matched assignment to conditions, measures that assess content emphasized equally in experimental and control groups, and a duration of at least 12 weeks. Programs fell into four categories. Instructional process programs (ES=+0.24) and technology programs (ES=+0.47) had positive sample-size weighted mean effect sizes, while use of science kits (ES=+0.05) and innovative textbooks (ES=+0.10) had much lower effects. Outcomes support the use of programs with a strong focus on professional development, technology, and support for teaching, rather than materials-focused innovations.

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Cheung, A., Slavin, R.E., Kim, E., & Lake, C. (2015, June). Effective Secondary Science Programs: A Best-Evidence Synthesis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.

 


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