Abstract
This cluster randomized control trial examines the effects of the Science Notebook in a Universal Design for Learning Environment (SNUDLE) on elementary school student science academic achievement and motivation outcomes. Multilevel analyses examined the impact of SNUDLE for all students and important student subgroups. Overall, students who received the SNUDLE intervention had similar motivation and academic achievement in science to their peers who did not receive the SNUDLE intervention. However, relative to students with disabilities in the comparison group, students with disabilities who used SNUDLE scored significantly higher on motivation in science and science academic achievement, with effect sizes (ES) ranging from 0.82 to 1.01. Furthermore, SNUDLE appeared to have a small but statistically significant positive impact on science academic performance among students whose home language is other than English or Spanish with an ES of 0.35. Fidelity of implementation analysis shows sufficient teacher training but fidelity of teacher and student usage of SNUDLE needs to be improved. The qualitative analysis of teacher interviews suggests that teachers perceived benefits of SNUDLE in support language acquisition and science writing skills. Both quantitative and qualitative findings suggest that SNUDLE holds promise for improving academic performance in science and confidence and motivation among some of the most vulnerable student populations.
Highlights
Research on effective science learning shows that conducting experiments and recording data take up most of the allocated time in today’s elementary school science classrooms (Fairbanks, 2013)
A descriptive analysis was conducted for SNUDLE students and comparison students
Findings indicate that SNUDLE holds promise for improving academic performance in science and confidence and motivation among some of the most vulnerable student populations
Summary
Research on effective science learning shows that conducting experiments and recording data take up most of the allocated time in today’s elementary school science classrooms (Fairbanks, 2013). This research points to the critical importance of building sense-making skills and connections with reallife experiences to improving science comprehension and motivation (National Research Council(NRC), 2011). National science standards make building sense-making skills and connections an imperative ( Generation Science Standards (NGSS), 2018). Participation in these scientific practices builds the habits of mind that drive deeper understanding and motivation toward science learning. Amid calls for students to develop an understanding of science beyond rote memorization of facts and procedures, practice-based inquiry approaches have gained popularity in both the classroom and research realms. Beyond the NGSS standards, a long line of experimental evidence in the learning sciences has shown the importance of explanation in developing well-integrated and transferable knowledge in science (ex., Chi et al, 1989; Chi and Wylie, 2014; McNamara, 2017). Few teachers are supported to engage their students in authentic sense-making and inquiry (Wee et al, 2007) and fall short of realizing the vision of students thinking and acting like scientists
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