The Science IDEASmodel for grades 3-5 evolved over a 15 year period. An initial study in 1989 (reported in 1992) showed that 4th grade Science IDEAS students displayed higher achievement on nationally-normed tests in reading comprehension and in science (in comparison to demographically similar students) and more positive attitudes and self-confidence toward reading comprehension and science.

Expansion of the Science IDEAS model to over 50 classrooms and 1200 students across grades 4, and 5 and to diverse (e.g., at risk) student populations was undertaken from 1989-1995 (reported in 2001). Again, the same patterns of findings on reading comprehension, science achievement on nationally-normed tests, and affective outcomes were obtained.

More recent research findings supported by multi-year IERI/NSF funding initiated in 2002 have been reported in a series of papers presented at national conferences (e.g., AERA, 2007; 2008). These findings have shown (a) that Science IDEAS students in grades 3-4-5 obtained significantly higher achievement in science and reading comprehension vs. controls, (b) that across grades 6-7, students receiving Science IDEAS in grades 3-4-5 displayed an increasingly higher level of achievement in reading comprehension and science vs. controls, and (c) grade 2 students receiving modified Science IDEAS instruction also obtained significantly higher achievement in science and reading comprehension vs. controls.

Together, the preceding provides evidence of the instructional validity of the Science IDEAS model which focuses the organization of all science instruction upon core science concepts that reflect the logical structure of science as a discipline.