Exploring the Effectiveness of Model-Based Instruction to Improve Sixth-Grade Students' Science Content Knowledge Across Three Ability-Based Classrooms

• In Event: Marriott Roundtable Session 12
  In Roundtable Session: Science Teaching and Learning: Pedagogy

Abstract

The Next Generation Science Standards are full of standards that require students to use or create models. In this study, we wanted to explore whether modeling instruction equally helps students in three different classes (accelerated, regular, co-taught) that are formed based on state math and reading test scores. One accelerated class (n = 28), one regular class (n = 29), and one co-taught class (n = 23) received the same modeling instruction for four weeks. All three classes performed better on the posttest compared to the pretest. However, our findings indicated that students in the accelerated class benefitted more from modeling instruction than the students in the co-taught class including special education students.

Authors

• Scot Ewen, Clark County School District

• Hasan Deniz, University of Nevada - Las Vegas