Vanosdall, R., Klentschy, M., Hedges, L.V. & Weisbaum, K.S. (2007). A Randomized Study of the Effects of Scaffolded Guided-Inquiry Instruction on Student Achievement in Science. Paper presented at the American Educational Research Association, Chicago, IL. In this research paper, the authors report on a series of experimental and quasi-experimental studies designed to test the effects of a scaffolded guided-inquiry instructional system on student achievement. (“In their approach, students are guided and supported through the process of constructing their understanding of scientific concepts and the process of scientific inquiry as they work through the lessons, record predictions, observations, and reflections in their [science notebooks], and learn to articulate claims and evidence for their conclusions.”) They compare these effects to those from other instructional systems, specifically kit-based instruction and textbook-based instruction. Two randomized experiments demonstrated that scaffolded guided-inquiry used in conjunction with kit-based materials dramatically improved fifth grade science achievement compared to either text-based instruction or instruction using kit-based materials alone. The research findings presented in this paper are based on the instruction corresponding to a single instructional unit (FOSS Mixtures and Solutions) and a single grade level (grade 5).
Klentschy, M, Garrison, L & Amaral, O.M. (n.d.) Valle Imperial Project in Science (VIPS): Four Year Comparison of Student Achievement Data, 1995-1999. NSF Foundation Grant #ESI-9731274. The El Centro School District in Southern California conducted a four year study in kit- and inquiry-based science instruction. Data were collected to measure student achievement in science, writing, reading, and mathematics for participating students. This unpublished paper provides research data with respect to the use of student science notebooks and literacy. While the results are preliminary, initial findings of this study are promising.
Klentschy, M. and Molina-De La Torre, E. (2004). Students' science notebooks and the inquiry process. In W. Saul (Ed.). Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice". Arlington, VA: NSTA Press. This chapter is co-written by Michael Klentschy, the El Centro superintendent. The chapter links the research base to the key aspects of student science notebooks.
Amaral, O.M., Garrison, L & Klentschy, M. (2002) "Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction", Bilingual Research Journal, 26:2. This study summarizes the results of a four-year project in science education conducted in a rural setting with English learners in grades K-6 in the El Centro Elementary School District in southern California. Data were collected to measure student achievement in science, writing, reading, and mathematics for participating students. These data were analyzed relative to the number of years that students participated in kit- and inquiry-based science instruction that included the use of science notebooks. Results indicated that the achievement of English learners increased in relation to the number of years they participated in the project. The longer they were in the program, the higher their scores were in science, writing, reading, and mathematics.
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