Science & tech · 1983
Do activity-based elementary science lessons improve learning, and do the benefits last?
Across 57 controlled studies, activity-based elementary science programs showed positive average effects, with larger effects on science process tests than on science content. Lasting differences were not consistently evident: in three follow-up studies, students who later received traditional middle-school science could not be consistently distinguished from control groups.
Details
This study used meta-analysis techniques to synthesize research on the effectiveness of three major activity-based elementary science programs—ESS, SAPA, and SCIS—developed with federal support.
The synthesis covered 57 controlled studies, with outcomes measured in over 900 classrooms. The overall mean effect size across all outcome areas was .35. Mean effect sizes were .52 for science process tests, .16 for science content, and .28 for affective outcomes. On average, gains were also found in creativity, intelligence, language, and mathematics.
Only 3 of 14 coded study features were related to reported effects. Disadvantaged students benefited more than other students. Tests that were not biased in favor of the activity-based programs yielded positive effects, but these were lower than effects from tests favoring the activity-based approach. Published reports showed higher effects than unpublished reports.
The effects of individual programs reflected their relative curricular emphases.
In three follow-up studies, groups of students who had experienced activity-based programs in elementary school and then traditional science programs during their middle-school years could not be consistently distinguished from control groups.
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