This page last modified January 8, 2001 (tca)
Science 2000® is recommended as a Promising science program.
Program Description. Science 2000® is a comprehensive program for students in grades 6-8 with four units at each grade level; although not a comprehensive program there is one grade 5 unit available. The goal of the program is to deliver science content in pedagogically appropriate treatments so students can recognize their preconceptions; implement and design experiments and read and do research; discuss and present their findings; confirm or correct their preconceptions; and demonstrate their understandings by using them in new contexts and performing well on assessments.
Each grade level of Science 2000® consists of a year-long set of activity-based curriculum materials including lesson plans, student lab experiments and activities, assessments, databases of text and graphic content information, simulations, two hours of video, and about 800 slides. This material supports four thematically connected units that are organized to solve a problem. Science 2000® weaves together scientific disciplines such as physical, earth, and life sciences and other disciplines such as mathematics, English/language arts, history/social science, art, and music. The curriculum helps students make connections among the sciences and with other subjects. The program is delivered in MAC or PC software and videodisc or a Science 2000+® WIN CD upgrade with an Internet-ready environment and pre-selected WEB links. Science 2000+® serves as a bridge from the traditional text-based classroom materials or textbooks supplemented by single purpose kits to the future of Internet-based inquiry. The video track is available in Spanish or English. Printed lesson plans, blackline masters, and an implementation guide accompany the software. Science 2000® bridges the gap between traditional instructional materials and technology and is a blueprint for integrating technology in the curriculum.
Professional Development Resources and Program Costs. Science 2000® addresses staff development in two modes. When a site license is purchased, the publisher, Decision Development Corporation (DDC), provides at no fee a three-hour training/overview at the site to introduce teachers to the program's materials and resources. In addition, DDC offers at a cost one- or two-day seminars that cover general training for integrating technology in the curriculum and in-depth training in the use of the program. The basic multimedia system provides a rich interactive environment for teachers as well as students and is a method of teacher development. DDC's technical support and Web site mailbox are two avenues of ongoing support.
The full-year program for a grade level costs $2500 per teacher for all components. Materials and supplies a district ought to provide to implement the program include at least one computer workstation with a CD-ROM drive at a cost of $1200 to $2500 and a printer. It is optional for a district to provide training and staff development beyond the one half-day training DDC offers with the license purchase. Additional training costs $960 per day, or $35,000 for a one-year contract including on-site support one day per week during the school year (at a maximum of 36 visits). Personnel needs include a district/site technical support person who can install software, troubleshoot, and maintain the computer systems.
Program Quality. Reviewers noted that the program's learning goals are rigorous, clear, and appropriate. Content is aligned exceptionally well with the learning goals and embedded in the problem-solving activities. Lessons are structured to call attention to research about concept acquisition, and connections are made across science disciplines. Environmental science and technology are integrated into the units.
The instructional design is a strength of the program and fosters student use and application of skills, knowledge, and understandings. Printed lessons, transparencies, simulations, experiments, problem-solving investigations, and computer and multimedia technology bring in real world contexts that allow the program to be self-motivating and engaging for students. Lesson plans and procedures provide opportunities for students to engage in rational inquiry, discussions, reviews, and question and answer sessions. The program promotes multiple and effective approaches to learning. Assessment is appropriate and designed to provide accurate information about student learning and to guide teachers' instructional decisions. At the end of each lesson, students are required to respond to a series of questions that assess content knowledge and understanding. The investigations and simulations are more closely related to authentic assessment. The teacher's guide helps teachers to develop and modify the lessons and clusters to better help all learners and identify areas that could be used as alternative assessment pieces.
Usefulness to Others. Science 2000® can be successfully implemented, adopted, or adapted in multiple educational settings, provided that the implementation site can meet the costs of the technology and training needs of its school staff. Reviewers noted that the program provides teachers with comprehensive information and instructions for program implementation and use.
Educational Significance. The learning goals reflect the vision promoted in national standards. Reviewers noted that the program promotes equity, is easily adapted to all types of learners, and allows students to take ownership of their work and helps teachers facilitate that development. The thematic nature of the units enables teachers to tie disciplines together and students to construct linkages between the sciences rather than viewing them as separate subject areas.
Program Effectiveness and Success. Reviewers found evaluation evidence that Science 2000® produced statistically significant gains in students' science knowledge. The program also demonstrated evidence of student and teacher satisfaction based on grade 6, 7, and 8 teacher surveys, student surveys, and classroom observations.
An evaluation conducted by California State University, Fresno used a pre-post test to assess students' concept acquisition. Subjects were 166 Science 2000® students in grade 7 at five sites/five classrooms and 196 Science 2000® students in grade 5 at five sites/six classrooms who were of varying ethnicity, language proficiency, and achievement. The evaluators and program developers constructed test instruments to measure content knowledge using both open-ended questions and performance-based tasks, and the post-test was an alternate version of the pre-test. Field test data were used to establish the reliability and validity of the instruments and develop scoring rubrics. A Science 2000® unit of was taught between the tests. Student scores on the pre- and post-tests were statistically analyzed using a series of dependent t-tests for all items and the composite in each grade and a series of analyses of covariance for individual changes and group differences among subsets of students. Results indicated that all students showed statistically significant pre-post test score improvement at the p<.0001 level.
Another evaluation conducted by the University of California, Irvine used a post-test-only design to assess students' problem-solving skills. Subjects were 220 Science 2000® students in grade 7 and a matched comparison group of 105 students from the same schools as the treatment group. Results demonstrated that Science 2000® students performed statistically significantly better than comparison students, at the p<.04 level, on a performance assessment.
A third study compared the overall Texas Assessment of Academic Skills (TAAS) science test scores for two schools using grade 7 and 8 Science 2000® curriculum modules to the state overall TAAS science test score, which was an 84.6% passing rate. Results demonstrated higher overall passing rate percentages of 91% and 89% for the two Science 2000® schools.
For Further Information Contact:
Ellen M. Nelson
Decision Development Corp.,
2303 Camino Ramon, Suite 220,
San Ramon, CA 94583-1389
Telephone: (800) 835-4332 or (925) 830-8896
Fax: (925) 830-0830
E-mail: EllenMN@aol.com
Web site: http://www.ddc2000.com or http://www.edfromtheweb.com (Ed Note: Latter site no longer available)
This page last modified January 8, 2001 (tca)