research
Why do we do it this way?
The following links and citations provide background on approaches that inform the development of our programs. These studies, such as peer-reviewed journal articles and conference presentations, guide our pedagogical approach.
Here you will find support for inquiry-based teaching and learning, testimonials to the programs efficacy, and recognition of our program excellence.
University of Maine
Maine Physical Sciences Curriculum Partnership
The mission of the Maine STEM Partnership is to build and sustain a diverse, statewide community that strengthens PK-16+ STEM education by promoting rich, research-supported classroom experiences that deepen learning and engage all students. The program is now in it’s 7th year and has been using SEPUP Issues and Earth and Issues and Physical Science for middle school. It is currently piloting SEPUP Issues in Science,Third Edition for the NGSS in all three disciplines.
The following slides show two of their studies in student achievement in 2013-2105 using the SEPUP middle school curricula.
University of Maine
2014-2015
The preliminary findings listed below reflect 250 7th and 8th grade students from 7 different teachers that completed both the pre and post surveys.
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Our students outperformed the reported AAAS and MOSART results for every question that we incorporated into the survey across multiple concepts including conservation of matter, structure and properties of matter, and chemical reactions
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Of the 10 multiple choice questions there were 7 questions with a learning gain above 25%
University of Maine
2013-2014
- Teachers’ understandings of using evidence and reasoning to support claims increased during professional development and teachers increased their skill in scientific communication as evidenced by sophistication of posters they created. One of the characteristic features of the professional development workshop – iterative cycle seemed to be contributing towards teachers’ educational gains.
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Significant student learning gains across multiple chemistry concepts were found. For example, with regards to ‘conservation of mass,’ 52% of the students answered with the correct response post instruction with an overall learning gain of 28%
SEPUP receives highest designation
Change the Equation recognizes SEPUP as one of the nation’s most effective STEM learning programs. SEPUP is now in STEMworks, a database of programs that meet high standards for quality and impact. It has been designated as an “Accomplished” program, the highest designation of effectiveness.
It is better to enact great curriculum than to author it—and yet too often we're really scared to push curriculum in leadership. We think we have to develop our own.
Michael Lach - Director of STEM Education and Strategic Initiatives at UChicago STEM Education and the Urban Education Institute of the University of Chicago
evidence from our users
Prof. John Settlage, CT
Stamford 8th graders were performing slightly below the state average. Since adoption, performance has gradually increased such they are now performing above the 70th percentile ... compared to ALL Connecticut schools.
Heather Maciejewski, NY
On the State Regents Exam, students using Science and Global Issues: Biology outperform comparable students in the district and in NY state, overall.
Virginia Rehberg, WA
Student pass rates on the science portion of the Washington State High School Proficiency Exam improved from 23% to 44%.
Dr. Stan Hill, NC
At the midpoint review of the district Urban Systemic Initiative program, SEPUP students outperformed their non-SEPUP peers.
Jeanette Bartley, IL
District-wide performance (% students scoring proficient or better) on the Illinois State Achievement Test (ISAT) increased from 47.6 in 2003 to 60.6 in 2006.
Wendy Jackson PhD, IL
State test scores for middle grade science increased by 5.6 points - the largest gain for any grade and subject.
Data literacy in EDC Earth Science
Inquiry as an Organizing Theme for Science Curricula
This book chapter, by Ronald Anderson, can be found in Handbook of Research on Science Education (edited by Sandra Abell and Norman Lederman, 2007, pp. 807-830) traces the use of inquiry as a theme of science education curriculum improvement efforts since the launch of Sputnik in the late 1950s. This is a concise summary of the use of inquiry in science curriculum development, with a good bibliography, and provides a good background when read in conjunction with the article on goals for the science curriculum, immediately following.
Research on Goals for the Science Curriculum
This book chapter, by Rodger Bybee and George DeBoer (in Handbook of Research on Science Teaching and Learning, edited by Dorothy Gabel, 1994), provides a historical perspective on the goals of science education in the United States, with emphasis on subsequent changes in structure and function of science curricula. Written in the early 1990s and noteworthy for its anticipation of the changes associated with the release of the National Science Education Standards, the chapter also has an excellent bibliography.
In a meta meta-analysis of 844 studies (over 243,000 students), Hattie (2009) found that reform science programs outperformed traditional programs (2592 effects, d = 0.40). The highest effects came from enhanced content strategies (relating topics to previous experience or engaging student interest, d= 1.48; collaborative learning strategies, d = 0.67; inquiry strategies, d = 0.65; assessment strategies, d = 0.51; and use of technology, d = 0.48). (Full citation: Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Hattie, John C. Routledge, London & New York, 2009)
Science and Sustainability: Evaluation of integration of science concepts with global issues
The purpose of this study was to examine the extent of integration in principle and in practice and is based on documentary analysis of the Science and Sustainability high school program from SEPUP. This study includes a detailed analysis of a succession of evaluation questionnaires to teachers at field test centers used for the development of SEPUP's high school program.
This paper provides an excellent summary of the relevant research base for the underlying pedagogical approach used in the SEPUP programs, and is an excellent reference for interested readers.
Summary of Research Findings About SEPUP
This document summarizes the research findings on the various science programs developed by SEPUP.
True or False?
Students perform better after using reform-based curricula compared to traditional curricula.
Answer: True
In a meta meta-analysis of 844 studies (over 243,000 students), Hattie (2009) found that reform science programs outperformed traditional programs (2592 effects, d = 0.40). The highest effects came from enhanced content strategies (relating topics to previous experience or engaging student interest). Source.
Answer: True
In a meta meta-analysis of 844 studies (over 243,000 students), Hattie (2009) found that reform science programs outperformed traditional programs (2592 effects, d = 0.40). The highest effects came from enhanced content strategies (relating topics to previous experience or engaging student interest). Source.