Impact of Teaching SMART on Teachers and Students

University of South Florida
The Center for Research, Evaluation, Assessment and Measurement
Funded by The National Science Foundation
September 2006

• On an average, teachers' positive attitude towards science increased as the school year progressed. This applied for both Year 1 and Year 2, although in Year 1, mean differences were slightly higher than those of Year 2.
• On an average, students' attitude towards science increased marginally throughout the school years. This pattern applied for Year 1 and Year 2.
• By grade, students in 3rd and 4th grade showed more positive attitudes towards science as compared to 5th grade students.
• At the end of Year 2, a notable increase was observed in the percentage of students who indicated that they would like to work in science-related jobs when they grow up. This applied to all students of all grades.
• By gender, a significantly larger percentage of female students showed interest in future "definitely science-related" careers. This trend was observed in both Year 1 and Year 2.
• In Year 2 particularly, while the percentage of male students who would like to do science-related jobs was similar across time (approx. 16%), the percentage of female students who would like to do science-related jobs increased approx. 29% to 45%.
• As the school year progressed, in both Year 1 and Year 2, teachers reported more frequent science activities and assessment in areas of science problem solving, student use of science tools, and students' science presentation in class.
• Less frequent practice was observed in student practice writing about science or making tables, graphs, and charts.
• Students indicated more frequent science activities in groups, class presentations, and science videos or movies. This showed consistency with teachers' data.
• Similarly, students indicated less practice in writing science reports, making tables, graph and charts, and working independently on science activities.

Dr. John Usera, Patricia Shulte, and Kristine Ellerbruch
Institute for Educational Leadership & Evaluation
Funded by The National Institutes of Health (SEPA)
Evaluation Report - 2006

• Students of Teaching SMART teachers demonstrated a statistically significant change in knowledge about specific science topics as compared to students of teachers who were not involved in Teaching SMART.
• For the nine natural science lessons in which the students participated, the average score was improved by 21.5% ( = +1.34; maximum score = 9).
• Students of Teaching SMART teachers who completed the third grade science lessons showed a 17.9% improvement in their test scores ( = +1.15; maximum score = 9).
• Students of Teaching SMART teachers who completed the fourth grade science lessons showed a 28.8% improvement in their test scores ( = +1.92; maximum score = 9).
• Students of Teaching SMART teachers who completed the fifth grade science lessons showed a 19.9% improvement in their test scores ( = +1.16; maximum score = 9).

• There was a 16.7% increase in spending more time teaching measurement, graphing, and observing natural phenomena.
• There was a 16.8% increase in having students develop and test their own scientific hypotheses and predictions.
• There was no significant change in the amount of time spent lecturing in class, but there was a 16.7% increase in the amount of time spent on hands-on activities.

Marsha Lakes Matyas, Ph.D. Evaluation Consultant
Funded by The Bush Foundation and The National Science Foundation
Evaluation Results for Teaching SMART implementation -- 1992-1997

• Teachers participating in Teaching SMART significantly increased their plans to incorporate and did incorporate more student-centered learning activities into their curriculum while reducing the amount of teacher-centered learning activities.
• Participation in Teaching SMART increased teachers' confidence in their science teaching skills.
• Teaching SMART Teachers incorporated the key teaching strategies promoted by the National Science Education Standards.
• Teaching SMART Teachers incorporated hands-on and/or inquiry-approach science activities that promoted the development of students' science process skills.
• Teaching SMART Teachers reduced the use of more didactic teaching strategies such as lecture, whole class discussion, and teacher demonstration.

• The Teaching SMART classroom is an excellent vehicle for conveying both science content knowledge and problem-solving skills to students in elementary grades.
• Teaching SMART students increased their content knowledge and problem-solving skills statistically significantly more than did Comparison Group students.
• Teaching SMART students may develop better test-taking skills and problem solving skills (when faced with new topics or tasks).