数学和阅读技能是否会影响学生的科学成绩?
Christian T Doabler1, Megan Rojo2, Jenna A Gersib1
1The University of Texas at Austinat Austin, Austin, TX, USA.
Journal of learning disabilities
|July 26, 2024
概括
科学探险者 (Sci2) 科学计划对所有二年级学生都带来了强有力的好处,无论他们最初的数学和阅读能力如何. 对于具有较高初始技能的学生来说,一些特定的词汇收益更大.
科学领域:
- 教育心理学教育心理学
- 科学教育科学教育教育.
- 学习障碍研究 学习障碍研究
背景情况:
- 对于有学习障碍或有学习障碍风险的学生来说,验证科学课程需要检查治疗效应和差异性反应模式.
- 科学探险者 (Sci2) 计划是一个全类的,二级科学干预,旨在广泛适用.
研究的目的:
- 调查初步的数学和阅读技能是否会缓和Sci2科学课程在二年级学生的治疗效果.
- 根据学生的基础学术能力,探索对Sci2干预的差异性反应模式.
主要方法:
- 一个集群随机对照试验,涉及18个教室的294名美国二年级学生.
- 对交互式科学评估,远距离科学结果,科学词汇和近距离科学内容的治疗效应分析.
- 检查使用初始数学和阅读技能水平作为预测因素的适度效应.
主要成果:
- 对于基于初始技能水平的交互或远程科学评估,没有观察到Sci2的差异效应.
- 在科学词汇方面发现了适度,较高的初始阅读和数学技能与更大的Sci2效应相关.
- 最初的数学技能对近接科学内容评估的结果产生了积极的影响.
结论:
- 科学探险者 (Sci2) 计划对所有学生都产生了强有力的积极影响,无论他们最初的数学和阅读技能水平如何.
- 虽然整体效应是一致的,但科学词汇的具体收益可能在具有更高基准技能的学生中更为明显.
- 结果支持Sci2的广泛有效性,并强调在科学干预研究中探索差异性反应的重要性.
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