Introducing Academically Low-Performing Young Science Students to Practices of Science

Abstract

Our objective was to engage low-achieving young adolescents in activities introducing them to practices of science. These extended beyond control of variables to include attribution and prediction in coordination of multiple variables affecting an outcome, as well as argument and counterargument in advancing and challenging claims. Social science content was used to help students see the purpose and value of scientific practices. The objective was largely met, as evidenced by two 6th grade classes (n = 49), both outperforming a control group (n = 23). Although students engaged successfully in argument and counterargument, less successful was meta-level reasoning about argumentation and nature of science. Importantly in its practical implications, one intervention group showed less gain in 10 45-min whole-class sessions than did the other group who engaged as pairs in the same sequence of activities over an average of six 24-min individualized sessions, suggesting the greater efficacy of individualized engagement.