The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement

The science achievement of 266 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive professional development (PD) was compared with data from a group of 173 5th graders from other districts that use non-kit science materials and do not have systemic science PD for teachers. Within the kit-based project, the sample of project teachers was stratified to select teachers with high number of science PD hours versus those with few hours.

While there were no significant differences in the mean total scores for kit-based students with low PD versus high PD teachers, the kit-based classrooms scored significantly higher than students in non-kit classrooms on both the pretest and posttest, through there were significantly more minutes of science instruction in the non-kit classrooms. Finally, non-kit teachers taught more units of shorter length and reported lower levels of preparedness to use reform pedagogical approaches.

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