Hands-on, inquiry-based science and math instruction with higher-order thinking was associated with higher English reading achievement on the Stanford Achievement Test in the AMSTI evaluation¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An IES evaluation of Alabama's Math, Science, and Technology Initiative found that engaging, hands-on, inquiry-based science and math lessons applying higher-order thinking skills led to higher English reading achievement on the Stanford Achievement Test. → Equal Access to Content Instruction for English Learners: An Example from Science 2012

Evidence¶

Equal Access to Content Instruction for English Learners: An Example from Science 2012¶

Equal Access to Content Instruction for English Learners: An Example from Science. (2012). WestEd. https://eric.ed.gov/?id=ED580362

q2 · i? · design · r1

The report cites the IES evaluation of Alabama's Math, Science, and Technology Initiative (Newman et al., 2012) as evidence that "hands-on, inquiry-based science and math lessons" produced higher English reading achievement on the Stanford Achievement Test. No effect size is printed in the report.

"The U.S. Department of Education, Institute of Education Science's recent publication evaluating the effectiveness of Alabama's Math, Science, and Technology Initiative (AMSTI) provides evidence that engaging, meaningful access to content instruction—through hands-on, inquiry-based science and math lessons that apply higher-order thinking skills—leads to higher English reading achievement on the Stanford Achievement Test"

Discussion¶

Related Claims¶

• Manipulatives Improve Math Learning — the general claim this finding bears on, with the studies behind it

• Inquiry Based Teaching Improves Science Achievement — the general claim this finding bears on, with the studies behind it

• Teachers participating in AMSTI reported more engaged students, greater content knowledge, and increased use of active learning strategies — related
• AMSTI schools scored significantly higher than control schools on math problem solving at the student level, with an average effect size of +0.05 — related
• AMSTI qualifies for the Promising evidence rating based on one study of 9343 students — related
• AMSTI science teachers reported statistically significantly higher levels of student engagement than control group science teachers — related
• The review reports, citing Karamustafaoğlu and Pektaş (2023), that inquiry-based STEM activities significantly enhance students' problem-solving skills and STEM awareness — related
• Teachers reported that simulations, adaptive feedback, and hands-on STEM activities supported students' conceptual understanding and engagement with scientific problem solving — related
• Inquiry-based science provides a highly contextualized setting for authentic language use and higher-level dialogue that is not text-dependent, supporting English learners' language development — related