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Improving Achievement in Elementary Science

May 5, 2008

With funding from the National Science Foundation’s Teacher Professional Continuum Program, Geoffrey Borman and Adam Gamoran are testing experimentally the impact on student achievement of a content-rich, systemic intervention in teacher development for elementary school science. System-Wide Change is an approach to science teaching and learning that addresses preservice, in-service, and curricular development. Conceptual lessons coupled with science immersion units bring teachers and students through a full cycle of inquiry in core problems of scientific investigation. This approach aims to cultivate deeper understanding of science, higher scores on science achievement tests, and reduced inequality of science achievement. More about science immersion units is available here.