Monkeying Around: Examining the Effects of a Community Zoo on the Science Achievement of Third Graders.
Year: 2009
Type: article
Study design: Clinical Trial
Abstract: This investigation examined the efficacy of a model of integrated science and literacy instruction situated at a community zoo.Three intact cohorts of third grade urban students received instruction via different treatments: inquiry-based instruction at a zoo; inquiry-based instruction at school; and activity-based instruction at a zoo.All three treatment conditions promoted increased science achievement.There was no difference between the zoo groups at post-test; however the classroom group outperformed both zoo groups.When examined in light of contextual factors (differences in socioeconomic status, teacher level of experience, familiarity of the learning environment), results suggest the effectiveness of the integrated instructional model in promoting increased science achievement.In planning instruction, teachers should consider the novelty of a learning environment, student interest, and how texts can support inquiry.iv As always, for Paul, Lauren, and Claire.
Author: Heather A. Kenny
Institution: University of Toledo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1501356932