What is the research proposed by the 21st Century
Center for Research and Development in Cognition
and Science Instruction?
The central research question posed by the Center is: Can the implementation of cognitive science principles help increase student learning and raise performance on high stakes tests? The study proposes to develop and assess the application of cognitive science principles to middle school Holt and Foss science curricula currently in use by participating districts. Can such applications result in large improvements in student learning? And if so, to what extent are findings transferable to other schools and states?
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How was the Center established?
This National Center was established as a result of a competitive grant awarded by the Institute of Education Sciences (IES), United States Department of Education. The Center is composed of leading experts in cognitive sciences and science curriculum design from three research universities: The University of Pennsylvania, Temple University, and The University of Pittsburgh. The Center will be managed by The 21st Century Partnership for STEM Education, formerly known as the Math/Science Partnership of Greater Philadelphia.
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What is the rationale for conducting the proposed middle school study?
Current levels of science achievement suggest that the United States is not preparing the general population with levels of science knowledge necessary for the 21st century workplace. According to The Committee on Science Learning, Kindergarten through Grade 8 (2006), “Much of the current science education curriculum is based on dated assumptions about the nature of cognitive development and learning assumptions that lead to the suboptimal teaching of science” (p. 336).
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Why is the research being conducted at the middle school level?
Middle school is the age at which children’s identities tend to solidify to include or exclude interest in science, and international testing indicates a marked drop off of student performance at the middle school.
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What is Cognitive Science?
Cognitive science may be simply defined as the study of the mind and how it functions. Interdisciplinary in nature, the study of mind and intelligence embraces the fields of philosophy, psychology, artificial intelligence, linguistics, neuroscience, anthropology, biology and physics. As applied to education, cognitive scientists often refer to studies encompassing attention, language processing, learning and development, memory, perception and action.
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What specific cognitive
principles were used in this research?
Using three major themes inherent in cognitive science literature, the researchers will modify existing curricular units in physical, earth, and life sciences. The three principles are analogical reasoning, diagrammatic reasoning, and the role of background knowledge in learning.
Analogical reasoning – Relating commonalities and differences between prior cases and new ones that assist the student to understand new information and solve novel problems. Knowing how related cases compare to one another provides opportunities to better define and more deeply understand underlying concepts.
Diagrammatical reasoning – Explicit teaching of the symbols and conventions included in charts, graphs and diagrams; being able to interpret charts, graphs and diagrams, relating each to scientific ideas. This form of reasoning allows students to interpret charts, graphs and diagrams on standardized tests as well as enabling them to use these conventions to express their own ideas scientifically.
Assessing prior knowledge to uncover misconceptions – Evoking students’ prior knowledge so that misconceptions can be revealed and thinking can be redirected toward scientifically accepted concepts
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What are the specific
project goals associated with this research?
After developing and applying the three theoretically driven cognitive principles to grade 7 & 8 science curricula, the researchers seek to determine the extent of increased student learning as measured by a test developed using released NAEP items that align closely with the content being taught and by individual performance on high stakes state science testing.
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Who are the sample
populations for the study?
The focus of the study will be 180 middle school science classrooms in multiple districts in Delaware, New Jersey and Pennsylvania. Incorporating three states will offer the researchers a range of demographic and achievement contexts.
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How was the research design
constructed?
The study will focus in grade 7 and 8. The researchers will randomly assign participating schools to one of three groups:
Group #1: A control group receiving no intervention from the Center.
Group #2: A limited treatment group receiving professional development from the Center focused only on science content knowledge.
Group #3: A full treatment group receiving professional development focused upon principles of cognitive science as applied to science content knowledge in the context of the enhanced curricular units.
All control and limited treatment groups will have the opportunity to receive training in the treatment showing the greatest impact on student learning at the end of the study.
In Year 1, (Jul 2008-Jun 2009), a team of cognitive scientists will begin enhancing and field testing the first of three units for schools using the Holt science text. The same will be done for schools using FOSS materials. Baseline data will be collected and will continue to be collected throughout the study. In the summer of 2009, teacher professional development will begin and continue for the next three years. Beginning with the 2009-10 academic year, 7th grade teachers will begin using the enhanced units. The following year, 8th grade teachers will begin teaching their enhanced units.
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What were the intended
benefits for students?
Students will learn meta-cognitive skills that will help them understand how to help themselves learn more deeply.
Clarification of existing ideas so they can be modified by new information.
Practice in self-explanation.
Reflection on understanding of similar material to aid in understanding new material.
Practice in scientific reasoning and critical thinking skills.
Students will learn skills that will help them on high states tests.
Interpretation of charts, graphs, and diagrams on standardized tests.
Practice in using these conventions to express their own ideas scientifically.
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What were the benefits for school districts?
Among the many benefits are:
The best minds in Cognitive Science will be refining your existing program.
High quality professional development for teachers will be provided.
Increases in student achievement on state tests as the focus of the work.
No curriculum change is required.
No costs to the district, i.e., teachers receive a stipend; substitute costs are reimbursed to the district.
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What were the
requirements for participation?
The District will be asked to cooperate in all of the following areas:
Aid in the collection of data and appoint a point person to coordinate these efforts.
Release student PSSA reading, math, and science scores to the researchers.
Attendance by teachers at a three-day paid summer instituteand for after-school follow-up meetings.
Completion by teachers of the Survey of Enacted Curriculum that collects teacher demographics and surveys current teaching practice.
Willingness on the part of both administration and teachers to participate in research which will benefit our country as we seek to learn how to make a significant difference in science achievement to remain competitive internationally.
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