Study investigates inquiry-based science curricula 

This study published in the October issue of Research in Science Educationmeasures the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. The sample included approximately 3,300 K-3 students from six schools who were assigned to experimental or control conditions (N = 115 total) on a random basis according to class. Students in the experimental condition were exposed to concept-based science curriculum that emphasized "deep learning" though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Using standardized measures of achievement, researchers found that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum. 

Related to this topic, the Johns Hopkins School of Education's Center for Research and Reform in Education completed a review of research in May on effective programs for elementary science. Results of the review support the use of inquiry-oriented programs without science kits, which help teachers to learn and use generic processes such as science-reading integration in their daily science teaching. Use of inquiry-oriented science kits such as FOSS, did not show any benefits for science learning. Limited research on technology approaches such as BrainPop showed positive impacts.