Cornerstone Study

Purpose of the Study

To evaluate the effectiveness of student learning through the use of Einstein Units (hands-on science curriculum of Science and Technology for Children, STC), The Einstein Project commissioned the St. Norbert College Survey Center to conduct a research study. Simply stated, the research question was: Do students who are taught using Einstein Project Units learn more effectively than students who are taught using a traditional textbook driven (non-Einstein) curriculum?

Assessments of the Study

• Pre/post Science Attitude
• GOALS: Performance-based Measure of Achievement
• Pre/post General Science Knowledge
• Content Areas: Plants, Rocks, Sounds

Participants of the Study

The study consisted of ten (5 Einstein and 5 non-Einstein) third grade classrooms where the three content areas of Plants, Rocks and Sounds were studied using either textbooks or Einstein Units. Teacher training and experience, rather than a random selection of students, determined the study groups. To match class demographics attention was given to: number of students, English proficiency, gender, number of students with disabilities, number of economically disadvantaged, and ethnicity.

Results of the Study

The results of the study show that Einstein Project students can recall science and also "do science" better than non-Einstein students.

• On the General Science Knowledge Assessment, Einstein students showed a statistically significant increase (4%) between pre and post-tests. Non-Einstein students also showed an increase (1.7%), but not at a significant level.
•  In the Content Areas, the Average Index Scores for Einstein students were significantly better on both written and group performance assessments. Plants (Einstein 22.4 non-Einstein 17.6), Rocks (Einstein 18.9 non-Einstein 13.1), and Sounds (Einstein 15.5 non-Einstein 13.7).
• When discussing science, Einstein Project students used correct science terminology 81% of the time compared to non-Einstein students at 20%.
• On the GOALS Assessment that requires open-ended responses, Einstein Project students scored (20.0) compared to non-Einstein students (19.6). Einstein students averaged 18 points more than non-Einstein students where applying science concepts and making scientific conclusions were required.
• Science attitudes in both groups did not change in any significant way.

Research Conclusions

• Combining all the assessments listed above, using Weighted Index Scores, Einstein students performed better than non-Einstein students. (Einstein 76.8 non-Einstein 64.0)
• Einstein Project students did significantly better than non-Einstein students when asked to perform a task, investigate, classify, arrange, draw and label, describe, or explain a scientific phenomenon.
• Einstein students learn through the process of "doing science." They master concepts from experience rather than from just reading.
• Einstein students actually "use" scientific terms to communicate; terms are not merely read and memorized.

Student learning through Einstein Project Units is effective!

Funding for this study was provided by: Hewlett-Packard, Bristol-Myers Squibb, DuPont, Carolina Biological Supply Company and Cornerstone Foundation of NE Wisconsin.