Program Research Overview



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K-8 Interactive Science Overview

Pearson recently launched a new fully articulated K-8 science program titled Interactive Science. Organized through three pathways—Reading, Inquiry, Digital—Interactive Science engages students through experiences that make science personal and relevant. Through the use of its innovate write-in student edition and digital path, Interactive Science makes students owners of their understandings, developing enduring understanding of the big ideas of science. While there are developmentally appropriate pedagogical differences across the different grade bands, Interactive Science continually seeks ways for students to become engaged in science (i.e. Untamed Science Videos), to comprehend the content (i.e. frequent point-of-use formative assessments), and then to demonstrate their understanding and even connect concepts (i.e. scaffolded inquiry labs).

Interactive Science Foundational Research

There is extensive research on how students learn, and from it we can learn strategies that are most successful in reaching all learners. Interactive Science is based on the most meaningful research and practices from academic research and from some of the most highly regarded experts in science education. What results is a program rooted in sound learning approaches, teaching strategies, and ideas to engage all learners, to maximize their learning, so that they can apply their thinking.

Understanding by Design

Understanding by Design represents a disciplined way of thinking about the design of curriculum, instruction, and assessment. It pulls together many ideas and processes that have been tested both through research and classroom use and proven to give rise to powerful learning experiences that result in deeper understandings of the core facts, concepts, and generalizations, a.k.a., the “Big Ideas”.

Understanding by Design provides a way to move from “covering the curriculum” to “ensuring understanding”. The learning is achieved not through hoping that the “teaching” of content yields understanding, but through carefully-designed instruction derived from the specific understandings and applications sought. The work of learning provides students with the opportunity to investigate, play with, test, and verify key concepts to make sense of content.

As co-author of the highly acclaimed book Understanding by Design, Grant Wiggins, also author (exclusive Pearson author) of Interactive Science, outlines the concept of “backward design”—instructional planning that focuses on desired outcomes and builds instruction toward those outcomes.

Funded by the National Science Foundation, the Earth Science Literacy Initiative has gathered a list of key understandings about Earth that are important for researchers, and most especially for educators. The group chaired by Interactive Science author Dr. Michael Wysession and represented by top scientists working in earth sciences today, established a framework document of the Big Ideas and supporting concepts that all Americans should know about earth sciences. With Dr. Wysession’s guidance, those Big Ideas are reflected in Interactive Science.

Interactive Science begins with the introduction of one or more Big Ideas of science. Students discuss what they know about that idea before instruction begins, and discuss how the Big Ideas will relate to what they will be studying in the next chapter or group of chapters. Driven by a Big Idea, each Interactive Science chapter begins with a Big Question. The questions are seemingly simple enough for students to have a lively discussion about from prior knowledge, yet complex enough for students to wonder and want to learn more, making the learning cohesive, focused, and fun. As a chapter unfolds, students link back to the Big Question on multiple occasions. Questions are always simple enough for students to be able to think about. At the beginning of the chapter, students can share their knowledge and their thoughts about the question. As students progress through the chapter, their knowledge about the topic will grow, making it fun to look back and compare their prior knowledge with their new understandings.

Student Engagement

Research tells us that the link between student engagement and achievement cannot be stronger. We know that students need to develop their sense of competency and make connections with others. The work we give them should also provide an opportunity for self-expression and allow them a degree of autonomy. (Anderman, L.H.; Midgley, C. “Motivation and Middle School Students.” Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1998.). This is done through the materials that relate to students lives, and by giving students ownership of their learning and piquing students’ natural curiosity about scientific concepts.

Teachers also understand that multi-modal instruction is more engaging and more inclusive, but they often don’t have the means or time to vary instruction as much as they would like. Studies have shown that when “teachers and instructional programs integrate different learning styles, they raise the level of overall student achievement.” (Rhonda-Dawn Farkus, “Effects of Traditional versus Learning-Styles Instructional Methods on Middle School Students,” Journal of Educational Research, 97/1 (September/October 2003), pp. 42-51.) “In a study of 105 middle school students, researchers found that student performance and enthusiasm improved significantly when they were taught by a multi-sensory program that drew on various learning skills as opposed to those students who were taught by more traditional methods (lecture, group discussion, and visual aids).”

Interactive Science focuses on student engagement, ownership, and relevance in a variety of ways.

• A write-in Student Edition that promotes ownership

• Untamed Science videos, tapping into students prior knowledge and providing discussion opportunities

• My Planet Diary lesson-starters, helping address the “so what” in science

• Almost-daily inquiry lab activities, providing both minds-on and hands-on inquiry learning

• Online technology tools and virtual lab environments

Inquiry

Educators argue the merits of a pure inquiry approach in which students identify their own scientific hypotheses, create their own experiments, acquire their own knowledge, and draw their own conclusions, versus more traditional approaches of delivering content and duplicating traditional, cookie cutter science labs.

According to the National Science Education Standards:

Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments (NRC 1996, p. 105).

However, educators often interpreted the term “inquiry-based instruction” to mean implementing hands-on activities into their science classroom. The National Research Council published a report titled “Inquiry and the National Education Standards” where they indicated that “the form that inquiry takes depends largely on the educational goals for students, and because these goals are diverse, highly structured and more open-ended inquiries both have their place in science classrooms” (NRC 2000, Chapter 1).

One might argue that the most authentic inquiry activities are those in which students answer their own questions through analyzing data they collect independently. However, an activity can still be inquiry-based when the questions and data are provided, as long as their students are conducting the analysis and drawing their own conclusions. Furthermore, most students need substantial scaffolding before they are ready to develop scientific questions and design effective data collection procedures to answer those questions. The ideal plan for inquiry instruction recognizes this fact and seeks to help students progress to greater inquiry skills through a series of graduated steps...(Bell, R., Smetana, L., Binns, I. (October 2005). “Simplifying Inquiry Instruction” The Science Teacher, pg 31.)

Teachers are looking for a science program that helps them build inquiry into their daily instruction. Engaging students in scientific inquiry is recognized as important, yet difficult. For instance, teachers have difficulty helping students with scientific inquiry practices, such as asking thoughtful questions, designing experiments, and drawing conclusion from data. “Many science teachers do not have the appropriate content expertise to create an inquiry-based learning environment.” (Krajcik, J. S., Mamlok, R., & Hug, B. (2000). Modern Content and the Enterprise of Science: Science Education in the Twentieth Century. In Corno, L (Ed.), Education Across a Century: The Centennial Volume. One-hundredth Yearbook of the National Society for the Study of Education, University of Chicago Press, Chicago, IL.) Recent studies of the inquiry-based approach have found that students taught via this method, which one researcher describes as “hands-on and minds-on,” “develop an enduring interest in science and take more responsibility for their learning.”

Interactive Science students are guided through the write-in Student Edition by means of a series of minds-on interactivities. But minds-on learning is only a part of the learning. There are four levels of hands-on inquiry built into the program. Students engage in the ABC—Activity Before Concept—inquiry activities at the beginning of the chapter and lessons to engage students and set a purpose for reading. Students also have 2-4 quick labs available for every lesson. At the chapter-level, students have scaffolded inquiry opportunities available to transfer understanding to a new situation. In elementary, students have access to directed, guided, and open inquiry options. As students grow with the program, directed and open inquiry options are available for middle grades students. Since inquiry activities are available to support every big idea and its support essential or lesson question, it is possible for teachers to teach through hands-on inquiry every day with Interactive Science. It is also important to note that all lab materials are available online in editable format so that the teacher can make any necessary adaptations to meet the need of his or her unique classroom.

STEM

As a result of poor international performance, the Department of Energy developed the STEM (Science, Technology, Engineering, Math) initiative, specified in the Department of Energy Science Education Enhancement Act of 1990 to support science, math, technology, and engineering education consistent with its energy and defense missions. Over the past few years, there has been a rise in interest in programs that support this STEM initiative by groups such as NASA, museums, and state boards of education such as in Indiana. According to Indiana’s Academic Standards for Science, “As citizens of the constructed world, students will participate in the design process, students will learn to use materials and tools safely and employ the basic principles of the engineering design process in order to find solutions to problems.”

Interactive Science weaves the design process throughout core and ancillary instructional materials to excite and prepare students for STEM careers. Pearson has also developed a partnership with National Aeronautics and Space Administration (NASA) to share the goal of engaging and motivating students in the areas of STEM education through relevant and personal experiences. The mission of NASA is to pioneer the future in space exploration, scientific discovery, and aeronautics research. An important aspect of this mission is promoting an interest in science, technology, engineering, and mathematics (STEM) education, as well as attracting and retaining students in STEM disciplines through a progression of educational opportunities for students, teachers, and faculty. In order to increase interest in STEM careers, NASA has provided and reviewed content for career and biology features within the Interactive Science Write-in Student editions. Drawing from its rich array of over 1,500 digital resources, Pearson has embedded NASA online resources shown within the Interactive Science digital path.

As outlined by the Indiana Academic Standards for Science, Interactive Science provides opportunities for students to engage in the design process within core program resources. In Interactive Science, students:

• Identify a need or problem to be solved

• Brainstorm potential solutions

• Select a solution to the need or problem

• Select the most appropriate materials to develop a solution that will meet that need

• Create the solution through a prototype

• Test and evaluate how well the solution meets the goal

• Evaluate and test the design using measurement

• Present evidence using mathematical representations

• Communicate the solution including evidence using mathematical representations, drawings, or prototypes

• Communicate how to improve the solution

Pearson has also developed a STEM Activity Book that provides additional opportunities for students to engage in the engineering design process. These activities integrate math, engineering, and technology with science as students solve real-world problems.

Reading

Research tells us that for many students, reading in the content area is a challenge. What do effective readers do? Through studies of good readers (Duke, N. K.; and Pearson, P.D. “Effective Reading Practices for Developing Reading Comprehension.” What Research Has to Say About Reading Instruction, eds, A. E. Farstrup and S. J. Samuels., Newark, DE: International Reading Association, 2002.) many have concluded that teaching content reading strategies that engage the readers through before, during, and after reading activities build knowledge, metacognitive strategies, and comprehension. A number of studies have also supported the use of a wide variety of graphic organizers such as words maps, compare-and-contrast charts, and Venn diagrams, to be used either while reading or after reading. (University of Michigan Textural Tools Study Group).

Interactive Science embeds meaningful purposes for reading. An Engaging Question and striking photo at the beginning of the chapter spark discussion and provide motivation for reading. An inquiry activity at the beginning of each chapter allows students to make observations about new chapter and gives them a purpose to read.

In Interactive Science, every chapter in K-5 and every lesson in 6-8 focuses on one target reading skill so that students can learn one technique at a time.

|Target Reading Skills |

|K-5 |6-8 |

|Text Features |Identify the Main Idea |

|Main Idea and Details |Identify Supporting Evidence |

|Sequence |Outline |

|Compare and Contrast |Ask Questions |

|Draw Conclusions |Compare and Contrast |

|Cause and Effect |Sequence |

| |Relate Cause and Effect |

| |Relate Text and Visuals |

| |Summarize |

The very nature of a write-in student edition provides point-of-use support for reading information text. Chunked text with numerous interactivities requires students to stop while they read and assess their understanding – right there – not just at the end of a lesson or chapter! Dynamic visuals allow students to see what they read. Great for below level readers or ELL students, the highly visual nature of Interactive Science provides students with a “wow” experience to engage and motivate, and to set a further purpose for reading.

Writing in Science

Research tells us that reading and writing go hand in hand, allowing students to form a record of what they are learning. There are many benefits to incorporating writing activities in the science classroom, including addressing student misconceptions, exploring topics in greater depth, and sharpening critical thinking skills. With the great popularity of science notebooks for encouraging note-taking and recording learning, it is clear that may classroom teachers agree.

Interactive Science goes one step further in the journaling process providing students with the opportunity to write, draw, graph, and even self-assess right at point of use in their write-in student book, creating a personal record of their learning experiences. Students further engage in authentic scientific thinking as they carry out their own science investigations via hands-on inquiry activities.

Assessment

Research tells us that good teachers assess students’ work every day. Research tells us the importance of questioning students throughout instruction in order to monitor student learning and change course, if necessary.

“Knowledge of children’s learning and the development of expertise clearly indicates that assessment practices should focus on making students’ thinking visible to themselves and to others by drawing out current understandings so that instructional strategies can be selected to support an appropriate course for further

learning.” (Pelligrino, J.; Chudowsky, N.; and Glaser, R. Knowing What Students Know: The Science of Educational Assessment. Washington, DC: National Academy Press, 2001.)

Interactive Science provides frequent formative assessments to progress monitor students so there are no surprises on the “big test.” A variety of summative assessment options provides multiple ways for students to demonstrate their understanding of the Big Question. Performance-Based Assessments provide an alternative way to assess students’ understanding of unit concepts. Three choices per unit allow for student choice and differentiated instruction.

Differentiated Instruction

Teachers understand that providing instructional pacing options is more engaging for students, but with the constraints of the classrooms and curricula, they have difficulty providing true differentiation. To this point, a study of middle school students of varying abilities showed they valued learning at their own pace and an active approach to studying.  The authors write, “The obvious outcome of this study is that these middle school students value active approaches to studying relevant curriculum at their own pace. Additionally, collaboration, technology, and choice [woven] throughout these learning opportunities in compelling ways enhance student engagement. Less obvious, yet perhaps more important, is inviting middle school learners into the dialogue about learning.” (Beatrice, Suzanne Hassler, Bernd Kersten, John Sweller, “Learner Control, Cognitive Load, and Instructional Animation, Applied Cognitive Psychology 21 (2007), pp. 713-729.)

Interactive Science offers differentiated instructional features throughout the program give you an opportunity to reach every student in your classroom every day, no matter what you have planned. Reading, inquiry, and digital paths offer students a chance to learn, interpret lessons, and assess their understanding in the ways that suit them best. English learners enjoy the same content in the same variety of media as English speakers, allowing them to interact and share their learning experience with students at different levels of fluency.

21st Century Skills

NSTA and the Partnership for 21st Century Skills, a public-private organization focusing on skills necessary for student success in the 21st Century, have worked collaboratively to release a Science Information and Communication Technology (ICT) Literacy Map. The map demonstrates how educators can develop science lessons that combine 21st century–learning skills, such as information and communication skills, with 21st century tools, such as the Internet and multi–media production tools. It guides K-12 educators through a wide range of learning skill examples and cites specific student outcomes demonstrating ICT Literacy success for grades 4, 8, and 12. This is yet another initiative aimed at providing structure to future science programs, thereby providing the United States with an edge in the competitive international landscape.

Interactive Science addresses a variety of 21st Century Skills throughout the digital and print components of the program. This will help students master what they will need to succeed in 21st century communities and workplaces. With an increasingly globally competitive workforce, it is more critical than ever to prepare students for the careers of tomorrow by infusing 21st Century Skills today into daily lesson plans.

Interactive Science Research

Pearson places an emphasis on developing research-based programs and demonstrates this commitment through the market research efforts that were completed prior to and during the development of Interactive Science.

During the concepting phase, Pearson conducted ongoing qualitative and quantitative market research efforts to test and refine the pedagogical approach as well as structure and design of Interactive Science. Results from these efforts include, but are not limited to:

• Instructional materials, which include the write-in student edition, that engage students and make learning personal

• Variety of inquiry opportunities that allows teachers to differentiate learning for students as well as those that match the amount of time they have to conduct hands-on inquiry in their classrooms

• Flexible digital resources that can range from independent student work to front-of-class instructional tools, with a strong desire that they be whiteboard ready

During development, Pearson regularly collaborated with national and regional master teacher boards to test and refine program assets to ensure that we are meeting the needs of teachers and students in a variety of demographic and geographic settings. Also, Pearson conducted field research to test and refine pedagogical approaches used in Interactive Science.

After development, Pearson continues to invest in program research. Ranging from pre-publication to full-year efficacy studies, Pearson measures teacher effectiveness as well as student achievement gains with Interactive Science.

Below, you will find a sampling of field test, pre-publication, and full-year efficacy research study plans and results, when applicable, for Interactive Science.

K-5 Research

Grade 4 Field Test Research (Fall 2008)

A total of six (6) teachers from three (3) Chicago Public Schools participated in a short duration field test research. In each school, a team of two 4th grade classroom teachers with a roughly matched heterogeneous mix of 4th grade students taught three to four days’ worth of sample material on “Ecosystems.”

Teachers were provided with the following prototype materials for their instruction:

• Fully designed student worktext booklets, including Chapter 3 “Ecosystems” opening pages (Chapter Opener, Jumpstart Activity*, Vocabulary Smart Cards*, and Let’s Read Science*) and Lesson 1: “What are Ecosystems?”

• Partially designed teacher edition booklet covering the content above

• Two ancillary worksheets, including a single-page My Planet Diary activity and a single-page Lesson 1 Quiz.

*These pages were considered optional / time permitting for teachers to cover

The Pearson Elementary Science Grade 4 prototype materials fared very well under classroom conditions. Teachers responded enthusiastically to this approach to teaching science and did not feel there had to be any major adjustments to their teaching style to accommodate this; in fact, several felt this format was better suited for science, and enhanced their ability to teach science and connect with students.

Two of the four key program goals / measures tested exceptionally well: student interactivity and student engagement. The use of pictures/visuals captured students’ interest and enhanced the learning experience, while the interactive nature of the work encouraged students to take ownership in their learning and make immediate connections in the book.

The other two key measures - Understanding by Design and the 5 E’s – did not resonate as strongly, though teachers were conceptually receptive to the instructional approach. Teachers did not follow these teaching strategies as closely as they were intended to be used:

• Teachers varied in how closely the Big Question and Essential Questions were used throughout their instruction. While most emphasized the Big Question at the start of the field test, only a few carried it through to the end of the instruction. Teachers had to dedicate additional instructional time on terms used in the Big Question (e.g., “interact”).

• The use of the 5 E’s was more incidental than integral to their instruction. Teachers tended to emphasis the engage and explain, more so than explore, elaborate, or evaluate. Nonetheless, this structure did not appear to impede classroom instruction in any manner. (Note: only two teachers were familiar with this approach prior to the field test instruction, which may also have been a factor in rate of implementation).

In addition to the key measures, the following summarizes general reactions and insights gleaned from this research:

• The implementation of this new lesson approach was more or less seamless, and teachers did not find any major flaws or have to do any major adjustments to their current teaching style. Several commented that this approach was better than their current materials. According to one teacher, she felt this approach enhanced her ability to teach the lesson, connect with her students, and take advantage of ‘teachable moments.’

• Cross-curricular connections, particularly the integration of reading skills, were considered a valuable asset of this approach. Many teachers capitalized on opportunities to integrate geography and social studies during the field test.

Grade 8 Field Test Research (Spring 2009)

Anne Rice, 8th grade science teacher from Gurnee IL, piloted the Populations and Communities chapter from the Interactive Science middle grades science program in Spring of 2009.  Students not only interacted with their textbooks but also conducted hands-on experiments as part of the weeklong pilot.  Pre and post test results from her 8th grade class showed a statistically significant increase in test scores.  In particular, qualitative and quantitative data indicated relationships between use of the Interactive Science program and 1) interest and engagement in science, 2) sense of ownership and pride, 3) application of science, 4) performance in other academic areas, 4) organizational skills, 5) predicted performance on state assessments and future science courses, and 6) teacher practices and levels of preparedness.

Overwhelmingly the teachers and students liked using the Interactive Science program. They felt the program as a whole was very engaging and well put together. In a video interview after the pilot, Anne Rice said "I haven't had an exciting moment like that in teaching in a long time...where kids were excited about textbooks!" To watch the whole video of Anne Rice post pilot interview click on the following link:



After the conclusion of the pilot, students were interviewed and quoted as saying: “I like that it’s yours and you get to write on it” –Middle School Student A

“It gives you a personal look at the outside world, about what you’re studying.” – Middle School Student B

“I like the way it refers to something real life, like the chart with the biggest earthquakes in the last 2 years – the way that you can say ‘oh yeah, I remember that’.” – Middle School Student A

Grades K-5 Pilot Research Description (Spring 2010)

Magnolia Consulting, LLC, an external, independent consulting firm specializing in research and evaluation is conducting a pilot study of the Interactive Science program during March-April 2010. During the 10-week study period, participating teachers will pilot two chapters of the science program with their fourth grade students: Energy & Heat and Earth Resources. The purpose of this pilot study is to a) gain an understanding of teachers’ implementation of the new K-5 Interactive Science program; b) capture teacher perceptions of the quality and utility of program; and c) preliminarily assess the effectiveness of the materials in helping students attain critical skills and concept knowledge in science.

Evaluators will collect data from participating teachers and their students. Data collection focuses on student and teacher characteristics, materials implementation, and student learning, motivation, and engagement. Evaluators will employ the following data collection activities for this study:

• Two site visits: 1) an initial site visit to provide an orientation to the study for participating teachers; 2) four to six weeks later, evaluators will conduct classroom observations followed by interviews with participating teachers and a sample of participating students.

• Online teacher implementation logs (weekly during the study period)

• Content-specific student assessment (beginning and end of the study period)

• Student attitude survey (beginning and end of the study period)

Research report available: September 2010

Grades K-5 Extended Pilot Research Description (2010-2011 School Year)

Magnolia Consulting, LLC, an external, independent consulting firm specializing in research and evaluation is conducting a pilot study of the Interactive Science program during the 2010-2011 school year. The study will be conducted in fifth-grade classrooms. The purpose of this pilot study is to a) gain an understanding of teachers’ implementation of the new Interactive Science program; b) capture teacher perceptions of the quality and utility of the program; c) preliminarily assess the effectiveness of the materials in helping students attain critical skills and concept knowledge in science, and d) assess the impact of the program on students’ interest in science.

Evaluators will collect data from participating teachers and their students. Data collection focuses on student and teacher characteristics, materials implementation, and student learning, motivation, and engagement. Evaluators will employ the following data collection activities for this study:

• Two site visits (fall 2010 and spring 2011) for observations and interviews with participating teachers and a sample of students

• Online teacher implementation logs (weekly during the study period)

• Standardized student science assessment (beginning and end of the year)

• Student attitude survey (beginning and end of the study period)

Research report available: September 2011

Grades K-5 Efficacy Research Description (2011-2012 School Year)

Magnolia Consulting, LLC, an external, independent consulting firm specializing in research and evaluation is conducting a full year efficacy study of the Interactive Science program during the 2011-2012 school year. The study will include approximately 8 schools in 8 districts in various geographic regions across the country. The purpose of this efficacy study is to a) gain an understanding of teachers’ implementation of the new Interactive Science program; b) capture teacher perceptions of the quality and utility of the program; c) assess the effectiveness of the materials in helping students attain critical skills and concept knowledge in science; d) assess differences in science achievement among students who did and did not use the Interactive Science program; e) assess differences in science achievement among various subgroups of students who did and didn’t use the Interactive Science program; and f) assess the impact of the program on students’ interest in science.

Evaluators will collect data from participating teachers and their students. Data collection focuses on student and teacher characteristics, materials implementation, teacher perceptions, and student learning, motivation, and engagement. Evaluators may employ the following data collection activities for this study:

❖ Site visits (fall 2011 and spring 2012) for observations and interviews with participating teachers and a sample of students.

❖ Online teacher implementation logs (monthly during the study period)

❖ Standardized student science assessment (beginning and end of the year)

❖ Content-specific assessment (beginning and end of the year)

❖ Student attitude survey (beginning and end of the study period)

Research report will be available: September 2012

Grades 6-8 Pilot Research Description (Spring 2009)

PRES Associates, an independent educational research and evaluation firm, conducted a preliminary pilot research study with students using the Interactive Science middle grades program. As the diagram below illustrates, students showed a statistically significant improvement from pre- to post-testing after using the program. Students improved their performance as measured by multiple-choice, fill in the blank, and constructed response items.

Preliminary Research Results:

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To view a complete summary of the results of this preliminary pilot study, download the full report here:

Grades 6-8 Efficacy Research Description (2010-2011 School Year)

PRES Associates, an independent educational research and evaluation firm, will be undertaking a year long randomized control trial (RCT) during the 2010-2011 school year on the newest version of the Pearson Interactive Science program. This study is designed to rigorously evaluate the effectiveness of the Pearson Interactive Science program in helping middle school students (grades 6-8) attain critical science skills.

Important characteristics of the upcoming RCT include, but are not limited to, the following:

• At the beginning of the RCT, prior to the 2010-11 school year, all participating teachers will be randomly assigned to either implement the new Pearson Interactive Science program (the “treatment” group) or to continue using the existing science program in place at the school (the “control” group). Data collection will take place in both treatment and control classrooms.

• Teachers assigned to the treatment group will be asked to use the Pearson Interactive Science modules that are aligned to their district curriculum in their science classrooms. Pearson Interactive Science modules include:

o Life Science

- Ecology and the Environment

- Cells and Heredity

- The Diversity of Life

- Human Body Systems

o Earth Science

- Earth’s Structure

- Earth’s Surface

- Water and Atmosphere

- Astronomy and Space Science

o Physical Science

- Introduction to Chemistry

- Forces and Energy

- Sound and Light

• Researchers will obtain detailed program feedback on the Pearson Interactive Science program as a whole, as well as specific elements within the program.

• Rigorous efficacy data will be gathered from participating students and teachers.

Research report available: September 2011

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