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Enhancing Middle School Science: Immersion and Engagement in Grade 6 Plate Tectonics

This report highlights the initiatives of the Research and Evaluation Team aimed at improving STEM learning experiences in partner districts. It covers the implementation of a four-week scientific immersion for sixth graders focusing on plate tectonics. Key findings include significant gains in teacher content knowledge and student achievement through targeted professional development and observation. The project also identifies supports and barriers for immersion teaching to enhance educational outcomes in middle school science classes.

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Enhancing Middle School Science: Immersion and Engagement in Grade 6 Plate Tectonics

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  1. Research and Evaluation Team Lines of WorkAndy Porter, Director • Building a Partnership – Susan Millar • District Case Studies – William Clune • Targeted Studies – Bruce King • Indicator System – Norman Webb • Case Studies of Institutions of Higher Education – Susan Millar

  2. Middle School Science Immersion ImplementationGrade 6 Plate Tectonics Eric Osthoff

  3. SCALE Goal 2 • Develop and implement immersion stem learning experiences to ensure that every student in our partner districts experiences the process of engagement in an extended (e.g., four-week) scientific investigation at least once a year

  4. Data Collection • Observation of the professional development summer institutes and follow-up professional development • Pre-test/post-test results on teacher content knowledge • Pre-test/post-test on content of classroom instruction • Observations of classroom implementation • Two group quasi-experiment on student achievement • Gains on district period assessment • Student work samples of challenging tasks • State reading and mathematics assessments as baseline controls • School and districts supports for and barriers to immersion teaching and learning

  5. Table 1. Summary of Grade 6 LAUSD teacher participation in immersion institutes and SCALE Study of Middle School Immersion in LAUSD

  6. Teacher Content Knowledge • Teacher content knowledge went from 58% correct to 65% correct for a .57 effect size, which was statistically significant at .05 • Teachers with two or less years of experience had the biggest gains

  7. From observations conducted thus far, 9 or 11 teachers observed are implementing the unit with integrity (two are not)

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