WWC review of this study

Teaching science as a language: A content-first approach to science teaching.

Brown, B. A., & Ryoo, K. (2008). Journal of Research in Science Teaching, 45(5): 529-553. Retrieved from: https://eric.ed.gov/?id=EJ793041

  • Randomized Controlled Trial
     examining 
    49
     Students
    , grade
    5

Reviewed: December 2008

At least one statistically significant positive finding
Meets WWC standards without reservations
Science achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Disaggregate score

A ‘Content-First’ Approach to Science Teaching vs. Scientific terminology immediately

Posttest

Overall;
49 students

17.80

11.17

Yes

 
 
37
More Outcomes

Overall score

A ‘Content-First’ Approach to Science Teaching vs. Scientific terminology immediately

Posttest

Overall;
49 students

29.40

19.29

Yes

 
 
32

Aggregate score

A ‘Content-First’ Approach to Science Teaching vs. Scientific terminology immediately

Posttest

Overall;
49 students

11.60

8.13

Yes

 
 
24

Characteristics of study sample as reported by study author.


  • Female: 58%
    Male: 42%
  • Race
    Asian
    8%
    Black
    16%
    Pacific Islander
    1%
    White
    12%
  • Ethnicity
    Hispanic
    55%
    Not Hispanic
    45%
 

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This download will include data files for study and findings review data and a data dictionary.

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