Evaluating Middle School Students' Spatial-Scientific Performance Within Earth/Space Astronomy

• In Event: 41.075 - Development of Disciplinary Knowledge and Student Academic Achievement and Persistence

Abstract

Differences were examined between groups of sixth grade students’ spatial-scientific development pre/post implementation of an Earth/Space unit. Treatment teachers employed a spatially-integrated Earth/Space curriculum, while control teachers implemented their Business as Usual (BAU) Earth/Space units. A multi-level hierarchical linear model was used to evaluate student performance on the Lunar Phases Concept Inventory and four spatial domains, while controlling for two variables (gender and ethnicity) at the student level and one variable (teaching experience) at the teacher level. Results showed treatment girls achieved higher Periodic Patterns (PP) domain post-scores than girls in the BAU group. A gender gap was observed (in favor of boys) within the BAU group for PP domain post-scores, while no gap was shown within the treatment group.

Authors

• Jennifer A. Wilhelm, University of Kentucky

• Merryn Cole, University of Nevada - Las Vegas