Effects of an Engineering and Science Intervention on the Science Achievement of Talented Elementary Students

• In Event: Poster Session 7
  In Poster Session: Curricular and Programmatic Efforts in Gifted Education

Abstract

An engineering and science curriculum intervention based on gifted education best practices was implemented in Grade 2 through 4 in 39 classrooms. Through a quasi-experimental design, students in treatment (Cohort 1) and comparison (Cohort 2) schools were compared on a measure of science content knowledge. Through multilevel modeling, effects were isolated for the achievement measure with effect sizes favoring treatment students. When given opportunities to engage in a complex engineering design curriculum and a problem-based science curriculum, academically talented elementary children demonstrated advanced achievement in academic domains infrequently the focus of gifted education services in the elementary grades. Discussion focuses on the promising integration of engineering and science to support talented performance in high-poverty schools.

Authors

• Ann E. Robinson, University of Arkansas at Little Rock

• Jill L. Adelson, University of Louisville

• Kristy Kidd, University of Arkansas at Little Rock

• Kathleen Cash, University of Louisville

• Keila Moreno Navarette, University of Arkansas

• Christine M. Cunningham, Museum of Science, Boston