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ERIC Number: EJ1039758
Record Type: Journal
Publication Date: 2014-Aug
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1932-202X
The Effects of a Science-Focused STEM Intervention on Gifted Elementary Students' Science Knowledge and Skills
Robinson, Ann; Dailey, Debbie; Hughes, Gail; Cotabish, Alicia
Journal of Advanced Academics, v25 n3 p189-213 Aug 2014
To develop Science, Technology, Engineering, and Mathematics (STEM) talents, both researchers and policy developers recommend that educators begin early. In this randomized study, we document the efficacy of teacher professional development and a rich problem-based inquiry curriculum to develop the science talent of elementary students. The intervention, STEM Starters, a federally funded Jacob K. Javits project, provided sustained and embedded professional development to classroom teachers and to pull-out gifted program teachers to support the implementation of a problem-based curriculum in their classrooms. During the intervention, randomly assigned teachers participated in 120 hr of professional development that focused on science content, inquiry-based instruction, technological applications, and differentiated instruction within problem-based curriculum units. Statistically significant gains in science process skills, science concepts, and science content knowledge were found among gifted students in the treatment group when compared with gifted students in the comparison group.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: Arkansas
IES Funded: Yes
Grant or Contract Numbers: S206A080026