Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications

Abstract

Summarized are research findings and policy implications obtained over a 5 year period (51 teachers, 1200 students) from the implementation of an in-depth expanded applications of science (IDEAS) model with average, above average, and at-risk students in grades 2-5. The IDEAS model replaced the time allocated for traditional reading/language arts instruction with a daily 2 hour time-block dedicated solely to in-depth science concept instruction which encompassed reading comprehension and language arts skills (e.g. concept-focused teaching, hands-on activities, utilization of science process skills, reading of science print materials, concept map construction, journal writing). The multi-year..