Modeling Outcomes for Elementary Science Education: The Science Writing Heuristic Project

• Activity Number: 176
• Type: Contributed
• Date/Time: Monday, August 1, 2011 : 10:30 AM to 12:20 PM
• Sponsor: Social Statistics Section
• Author(s): Mack Shelley*+ and Christopher Gonwa-Reeves and Joan Baenziger and Brian Hand and William Therrien
• Companies: Iowa State University and Iowa State University and Iowa State University and University of Iowa and University of Iowa
• Keywords: Multilevel modeling ; Structural equation models ; Science education ; Science Writing Heuristic ; Iowa Tests of Basic Skills ; Cornell Critical Thinking test

Abstract

An experimental-design study of the effects of the Science Writing Heuristic approach to providing elementary science instruction on student science content knowledge and critical thinking skills was implemented in 48 elementary school buildings in Iowa, with cluster random assignment of buildings to treatment and control groups based on percentage of students eligible for free and reduced lunch, enrollment in third through fifth grades, and private vs. public status. Confirmatory factor analysis of Level-1 (student) and Level-2 (building) characteristics for enhancing child outcomes undertaken using Mplus software shows statistically significant (p< .05) direct effects on students' Iowa Tests of Basic Skills results in mathematics, science, and reading comprehension from race, sex, free and reduced lunch eligibility, English language learner status, gifted and talented status, special e