Elementary students’ retention of environmental science knowledge: Connected science instruction versus direct instruction

2008 ◽  
Vol 20 (2) ◽  
pp. 23-37 ◽  
Author(s):  
Bhaskar Upadhyay ◽  
Cristina DeFranco
Keyword(s):  
Elementary Students ◽  
Direct Instruction ◽  
Environmental Science ◽  
Science Instruction ◽  
Science Knowledge

The Effects of a Science-Focused STEM Intervention on Gifted Elementary Students’ Science Knowledge and Skills

2014 ◽  
Vol 25 (3) ◽  
pp. 189-213 ◽  
Author(s):  
Ann Robinson ◽  
Debbie Dailey ◽  
Gail Hughes ◽  
Alicia Cotabish
Keyword(s):  
Elementary Students ◽  
Science Knowledge ◽  
Knowledge And Skills

scholarly journals The Effects of Elementary Students’ Science Learning in CLIL

2020 ◽  
Vol 13 (2) ◽  
pp. 1
Author(s):  
Yi-Ching Huang
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary Students ◽  
Student Perceptions ◽  
Science Learning ◽  
Graphic Organizers ◽  
Science Knowledge ◽  
Vocabulary Size ◽  
Self Assessment ◽  
Individual Interviews

The purpose of this study was to explore the effects of students’ science learning in Content and Language Integrated Learning (CLIL) at one elementary school in Taiwan. This study investigated student perceptions of both the content and language achievement of science learning in CLIL. Data collection techniques included graphic organizers, individual interviews, students’ self-assessment, and students’ tests. Findings showed that CLIL helped enrich student vocabulary size, foster student science knowledge, and lead them to expect to learn other subjects in English. They also enjoyed the CLIL approach, but expressed limited knowledge about the school flower.

Comparing Poor, Minority Elementary Students' Interest And Background In Science With That Of Their White, Affluent Peers

2003 ◽  
Vol 38 (2) ◽  
pp. 153-172 ◽  
Author(s):  
George Wenner
Keyword(s):  
Science Education ◽  
Inner City ◽  
Elementary Students ◽  
Minority Students ◽  
Survey Data ◽  
Information Science ◽  
Science Instruction ◽  
School Science ◽  
Instructional Time ◽  
Science Information

Using survey data, poor, minority, inner-city elementary students were compared with White, affluent children regarding science information, science experiences, and personal preferences concerning science education. The students' perceptions of scientists, levels of disciplinary knowledge, sources of science information, voluntary science-related activities, and desired amounts of school science instruction were also investigated. The results, contrary to common expectations, indicated several areas where the two groups did not differ. The level of science knowledge was found to be higher among the White, affluent group. However, attitudes toward science were more positive, the current amount of instructional time devoted to science was greater, and a desire for more science instruction was evidenced among the inner-city, minority students.

Science instruction for the mildly handicapped: Direct instruction versus discovery teaching

1992 ◽  
Vol 29 (6) ◽  
pp. 555-570 ◽  
Author(s):  
Mary Bay ◽  
John R. Staver ◽  
Tanis Bryan ◽  
James B. Hale
Keyword(s):  
Direct Instruction ◽  
Science Instruction
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