Study of the Effects of Integrating Science and Literacy on Early Elementary Science Learning

Overview

CAESART will carry out a quasi-experimental study to examine how an integrated science-literacy curriculum affects students’ understanding of science, both in the short term (over one school year) and long term (sustained over two academic years). In addition, the study will explore whether the effects of the curriculum vary by implementation, and describe how teachers are implementing science and integrating literacy into these lessons.

Purpose and Research Questions

Purpose:

To determine the short-term and long-term effects of an integrated science-literacy curriculum on students’ science learning.

Research Questions

RQ1: What is the effect of an integrated science and literacy curriculum on students’ science learning in kindergarten, compared to using a science curriculum that is not integrated with literacy?

RQ2: What is the effect on Grade 1 students’ science learning from an integrated science and literacy curriculum sustained over two academic years compared to a science curriculum not integrated with literacy?

RQ3: (Exploratory) Do the initial and sustained effects of the intervention differ by student, teacher, or school characteristics?

RQ4: (Exploratory) Do initial and sustained effects differ by teacher implementation of curriculum?

RQ5: To what extent do teachers implement the curriculum and high-quality science instructional practices?

Background

There is growing evidence that science knowledge and literacy build on each other. Using an NGSS-aligned curriculum with a focus on early literacy has the potential to help teachers dedicate time to science, and scaffold students’ science learning, especially those who might lack the background knowledge or vocabulary needed to fully engage in science learning. On the other hand, incorporating literacy into science instruction could limit time for other experiences critical to science learning, such as time for interacting with science phenomena. Our study will test this idea.

Study Design and Methods

The study will compare outcomes for students using the integrated science-literacy curriculum to those using a science curriculum that is not integrated with literacy. The study also will look at differences based on how the curriculum is implemented and on the unique characteristics of students, teachers, and schools.

The study will be conducted over two academic years, with a target population of 44 elementary schools (2–3 kindergarten and 2–3 first-grade teachers in each school). The student sample will include an average of 12 students per classroom.

Our criteria for schools include: (1) public schools (including charter and magnet schools) serving full-day kindergarten and grade 1 classes; (2) at least two participating teachers in each school with at least two years’ teaching experience; (3) an established practice of teaching science in the elementary grades; and (4) willing to share student assessment and demographic data.

Outcomes

We expect the impact study will increase the time spent teaching science, and that teachers will report improved confidence and self-efficacy in science teaching. We also expect that students, including multilingual learners, will demonstrate improved science learning and be better prepared for future science learning.

Timeline

Study activities will be completed in 2028.

Research Team