Understanding Science
Nearly a decade of research and development undertaken by Understanding Science for Teaching™ staff and external researchers provide a foundation for the program’s professional development model and materials.
An extensive, independent multiyear project evaluation showed that Making Sense of SCIENCE™ courses build teacher knowledge, strengthen classroom practice, and positively impact student achievement:
- Students of all entering ability levels showed significant gains, with the most dramatic increase among low-performing students.
- Teachers learned science, developed more sophisticated pedagogical content knowledge, and maintained these gains over time.
- Teachers reported changes in their classroom practice in general, not only of the course topics. For example, teachers became clearer as to what students should know and more discriminating regarding what students were actually learning.
Download the Research Results flier (PDF, 812 KB)
Download an executive summary of the independent project evaluation (PDF, 140 KB)
“It’s funny how my improved understanding slips into my teaching. I think and plan differently. I listen for students’ science ideas, not just right or wrong answers. And I’ve gotten students to talk and write more about science, which is a really big deal, since many of my students are English learners.”
–Academy participant