Intervention and Assessment Design for Text-Based Investigations in Biology

• In Event: Explanatory Modeling in Science Through Text-Based Inquiry: Testing the Efficacy of the READI Intervention Approach

Abstract

Purpose: This presentation details the design of the READI science intervention for biology – its materials, tools, and professional development approaches – as well as the development process for assessments aligned to the curriculum and instructional approach. Presenters share examples of text-based investigation modules as well as the assessments utilized in the efficacy study.

Theoretical Framework: The reasoning practices of science foreground evidence-based argumentation around the development of models and explanations for phenomena (Cavagnetto, 2010; Osborne & Patterson, 2011; Windschitl & Braaten, 2008). Projects focused on supporting students to develop explanatory models have provided students with frameworks for explanation, modeling, and argumentation, using datasets or hands on investigations as stimuli for modeling and explanation tasks (Berland & Reiser, 2009; Chin & Osborne, 2012; McNeill & Krajcik, 2011; Passmore & Svoboda, 2012;). Very little of the work on modeling and explanation has been carried out in the context of science reading. Yet students need discipline-specific skills to navigate complex and varied representations, including models. Thus, there are abundant natural synergies between science and literacy, providing ample opportunities for teaching and learning key academic literacies as well as science inquiry practices (National Research Council, 2014; Pearson, et al., 2010).
Methods and Materials: We collaborated with science teachers to iteratively design, implement and study the implementation of text-based investigation modules (Greenleaf, Brown, Goldman & Ko, 2013). Collaborative design work resulted in three modules consisting of text materials, teacher guides, and student interactive notebooks focused on Reading Models, Homeostasis, and MRSA. The investigations conform to an overarching set of design principles, including: (1) selection and sequencing of a range of science texts (van den Broek, 2010); (2) instructional supports to foster reading for inquiry purposes (Schoenbach, Greenleaf & Murphy, 2012); (3) instructional supports to develop and evaluate causal explanations for phenomena (Chin & Osborne, 2010; Passmore & Svoboda, 2012); and (4) discourse rich pedagogies to support knowledge building and evidence-based argumentation (Von Aufschnaiter, Erduran, Osborne & Simon, 2008). The modules support student growth across a sequence of learning activities within and across modules (see Table 2 and Figure 1) to address the READI learning goals targeting science literacy and inquiry practices as well as epistemological understandings (see Table 1).
Professional development to support teachers in knowledgeably using these materials drew on principles and practices from an inquiry-based PD model (Greenleaf & Schoenbach, 2004; Greenleaf, et al., 2011) and development of professional inquiries integrating READI goals for disciplinary argumentation that were field tested with science teacher partners on the design team and in the Teacher Inquiry Networks.
Finally, to measure students’ progress on learning goals, we developed, piloted, and administered pre/post performance assessments requiring students to closely read varied forms of science texts in order to construct causal explanations. Assessments included multiple task types including explanatory essays as well as constructed and selected response items designed to tap students’ progress on learning goals (Table 3). We also developed surveys of students’ epistemological understandings about science (Salas, et al., 2015) and administered confidence in reading science scales.

Authors

• Cynthia L. Greenleaf, WestEd

• Willard R. Brown, WestEd

• Mon-Lin Ko, University of Illinois at Chicago

• Anne Britt, Northern Illinois University

• Susan R. Goldman, University of Illinois at Chicago

• Patricia Wallace, Northern Illinois University

• Gayle Cribb, WestEd

• Stacy A. Marple, WestEd