Skip to content
Request a Demo

Research Impact: Subject Areas: STEM/STEAM

South Carolina Educators Feedback on Experience

 

South Carolina Feedback Survey on Discovery Education Experience

Research & Impact

At-a-Glance

Type:

Survey

Time Period:

September 2022

Source:

Discovery Education Research & Analytics

Grade Level:

K-12

Products:

  • Discovery Education Experience
  • Professional Learning

Share This Report

The DE Research & Analytics team conducted a feedback survey in September of 2022 to learn more about the use of Discovery Education Experience among South Carolina educators, Specifically, they wanted to glean insights into digital teaching and learning, and how professional learning plays a critical role. The final survey featured a total of 17 responses from experienced educators that taught a range of subjects and grades.

south carolina study card

Mystery Science Logic Model: ESSA Evidence Level IV​

 

Mystery Science by Discovery Education Logic Model: ESSA Evidence Level IV

Research & Impact

At-a-Glance

Type:

Logic Model

Source:

LearnPlatform by Instructure

Grade Level:

K-5

Product:

Mystery Science

Share This Report

essa level iv badge

Discovery Education engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for Mystery Science. LearnPlatform by Instructure designed the logic model to satisfy Level IV requirements (Demonstrates a Rationale) according to the Every Student Succeeds Act (ESSA).

To continue building evidence of effectiveness and to examine the proposed relationships in the logic model, Discovery Education plans to conduct an evaluation to determine the extent that Mystery Science produces the desired outcomes. Specifically, Discovery Education has plans to begin an ESSA Level III study.

Because of the development of the logic model and the plan for an ESSA Level III study, Mystery Science meets Tier IV evidence requirements in compliance with ESSA.

Source

LearnPlatform by Instructure, Researcher Andrew Scanlan, M.A., Researcher Justin Long, M.A., and Associate Director of Research Molly Henschel, Ph.D. “Mystery Science Logic Model.” Discovery Education, March 7, 2024.

Mystery Science Theory of Action

 

Mystery Science Theory of Action References

Research & Impact

At-a-Glance

Type:

Theory of Action

Source:

Discovery Education Research & Analytics

Grade Level:

K-5

Product:

Mystery Science

Share This Report

Mystery Science by Discovery Education is built upon a theory of action about how best to enhance K-5 science instruction and the learning experience. Collectively, our theory of action statements describes the philosophical foundation to Mystery Science’s approach to science education. This document includes research to support these theory of action statements, outlined below, that hypothesize how specific actions taken by students, teachers, and administrators can lead to positive results for all.  
  1. When students construct their knowledge through active application of science practices, they
    deepen their understanding of scientific concepts.
  2. When students see how scientific ideas relate to their daily lives and personal interests, they
    are more motivated and engaged in learning.
  3. When students analyze scientific ideas through the lens of phenomena, they are able to solve real-world problems.
  4. When students feel welcome and included through conceptual and linguistic accessibility and
    learn from content that is diverse in representation, they are more engaged in learning.
  1. When teachers provide appropriately scaffolded instruction, students are more likely to grow their understanding of scientific concepts.
  2. When teachers relate lessons to prior knowledge, students are more likely to engage in the lesson and achieve the intended learning goals.
  3. When lessons include expectations that students apply scientific practices (e.g. solve problems, engage in argumentation, analyze data, develop and use models), students are more engaged, and deeper understanding and active learning takes place.
  4. When lessons include frequent opportunities for scientific discourse (e.g., sharing ideas during the investigation, making predictions, arguing for ideas using evidence, synthesizing findings), teachers can support students in developing and deepening their understanding of scientific ideas.
  1. When district and school-based leaders invest in, prioritize, and support the use of research-based, digital learning resources by teachers and students, engagement and achievement increases.
  2. When administrators prioritize science education by providing effective professional development, high-quality curricular resources, and ample instructional time, students are more likely to engage in science and achieve the intended learning goals.
  3. When district and school-based leaders invest in digital resources that are intuitive for users, teachers are more likely to use them for teaching and learning.

The research studies that support each theory of action statement provide guidance to the development of Mystery Science, as well as Discovery Education’s approach to professional learning and implementation teams. 

Developing Critical Lab Skills with Video-Based Activities

 

Developing Model-Making and Model-Breaking Skills Using Direct Measurement Video-Based Activities

Research & Impact

At-a-Glance

Type:

Research Study

Time Period:

2017

Source:

Physical Review Physical Education Research

Subject:

Physics

Grade:

9-12, post-secondary

Product:

Pivot Interactives

Share This Report

Abstract

This study focuses on student development and mastery of two important lab skills, model-making and model-breaking, in the context of introductory college-level physics. A total of 116 introductory physics students were divided into four different sections, each taught by a different instructor. All of the students within a given class section participated in the same instruction, including labs, with the exception of five direct measurement video-based activities performed throughout the semester.

Data collected at the end of the semester indicate that students in the model-making treatment group significantly outperformed the other group on the model-making skill despite the fact that both groups shared a common physical lab experience. Likewise, the model- breaking treatment group significantly outperformed the other group on the model-breaking skill. This is important because it shows that direct measurement video-based instruction can help students acquire science-process skills, which are critical for scientists, and which are a key part of current science education approaches.

Source

Physical Review Physical Education Research

Matthew Vonk, Peter Bohacek, Cheryl Militello, and Ellen Iverson
Phys. Rev. Phys. Educ. Res. 13, 020106 – Published 11 August 2017

Connecting STEAM Classroom Data to Student Achievement Data

 

Connecting STEAM Classroom Data to Student Achievement Data: An Empirical Perspective

Research & Impact

At-a-Glance

Type:

Research Article

Time Period:

2020

Source:

Journal of Education and Social Development

Subject:

STEAM

Grade:

3-10

Product:

Discovery Education Experience and
Professional Learning

Share This Report

Abstract

Emerging STEAM (Science, Technology, Engineering, Art, and Mathematics) classrooms in K-12 schools across the United States have prompted researchers to question the impact of STEAM instruction on student achievement. This study examined the relationship between STEAM classroom instructional environment measures and students’ achievement scores in mathematics and language arts using standardized achievement tests. 

Researchers captured multifaceted STEAM instructional strategies associated with creativity, critical thinking, communication, and collaboration skills using a numeric observation scale associated with four levels of intensity. A series of Spearman Rho correlation procedures were performed to examine the relationship between the classroom observation data (independent variables) and state standardized achievement scores (dependent variables). These data were empirically connected to students’ achievement scores derived from state standardized testing data. 

Implications of empirically connecting STEAM instructional practices to student achievement outcomes may offer an action plan for school districts to capture empirical evidence, thereby assisting them with STEAM funding challenges. Implications of the study may also provide evidence for researchers for determining: (a) effective STEAM instructional strategies; (b) purposeful STEAM professional development; and (c) strategic workforce preparation skills necessary for moving STEAM forward into a global community of learners.

Source

Journal of Education and Social Development

July. 2020, pages 1-9
http://www.ibii-us.org/Journals/JESD/
ISBN 2572-9829 (Online), 2572-9810 (Print)

Florida Study Shows Correlation between Discovery Education and Student Achievement

 

The Relationship Between Discovery Education and State of Florida Grades 3-12 Achievement

Research & Impact

At-a-Glance

Type:

Executive Summary

Time Period:

2018-2019; 2021-2022

Source:

McREL International

Grade Level:

3-12

Products:

  • Discovery Education Experience
  • Science Techbook
  • Social Studies Techbook

Share This Report

The purpose of this study was to examine the relationship between Discovery Education’s market presence and academic achievement in the State of Florida. The study used a correlational design, where the outcomes of interest were school average state assessment scores in Math, Science, English, and Social Studies for Spring 2019 and 2022; and the focal predictor was if a school had a Discovery Education license or not (i.e., treatment or comparison).

The research question this study aimed to answer was whether or not schools with one or a combination of Discovery Education products report higher achievement scores than schools who do not have access to any DE product. The results showed instances where Discovery Education had positive effects on student achievement. 

Texas Study Shows Correlation Between Discovery Education and Student Achievement

 

The Relationship Between Discovery Education and Texas Grades 3-12 Achievement

Research & Impact

At-a-Glance

Type:

Executive Summary

Time Period:

2018-2019; 2021-2022

Source:

McREL International

Grade Level:

3-12

Products:

  • Discovery Education Experience
  • Science Techbook
  • Social Studies Techbook
  • Mystery Science

Share This Report

The purpose of this study was to examine the relationship between Discovery Education’s market presence and academic achievement in the State of Texas. The study used a correlational design, where the outcomes of interest were school average state assessment scores in Math, Science, English, and Social Studies for Spring 2019 and 2022; and the focal predictor was if a school had a Discovery Education license or not (i.e., treatment or comparison).

The research question this study aimed to answer was whether or not schools with one or a combination of Discovery Education products report higher achievement scores than schools who do not have access to any DE product. The results showed instances where Discovery Education had positive effects on student achievement. 

North Carolina Statewide Study Summary of Findings

 

North Carolina Statewide Study Summary of Findings

Research & Impact

At-a-Glance

Type:

Case Study

Time Period:

2016-2017

Source:

Discovery Education Research & Analytics

Grade Level:

K-12

Products:

  • Discovery Education Experience
  • Science Techbook
  • Math Techbook

Share This Report

Discovery Education Research & Analysis compared partner schools in North Carolina to non-partner schools to study the extent to which achievement on state summative assessments is related to partnership with Discovery Education.

To accomplish this, Discovery Education compared the published school level data for the state of North Carolina for the 2016-2017 school year to a list of Discovery Education partners for the same time period, resulting in an analysis of achievement of DE partner schools vs. non-DE partner schools.

There are 34 performance indicators that show that partner schools perform better than non-DE partner schools. This positive correlation between DE partners and better scores found in the overall sample also holds for several different demographic subgroups.

Grade-Level Proficiency Results
% of students who met the state’s GLP benchmark (2016-2017)

Bellevue Public Schools Project STEM Insights, Year 2​

 

Bellevue Public Schools Project STEM Insights, Year 2

Research & Impact

At-a-Glance

Type:

Program Evaluation

Time Period:

2018 – 2020

Source:

GrantProse

Grade Level:

K-5

Products:

  • Discovery Education Experience
  • Professional Learning

Share This Report

Bellevue Public Schools (BPS), located in eastern Nebraska, instituted Project STEM (Student, Teacher, Engaging Minds), a five-year program to expand STEM opportunities for military-connected elementary school students with a $1.25 million grant from the Department of Defense Education Activity (DoDEA).

The goal of Project STEM is to increase student achievement in math and science across all elementary schools within the district. The program began in the 2018-2019 school year and will complete at the end of the 2022-2023 school year. BPS identified three strategies to meet the grant’s program goals: in-class curriculum support, in-class technology support, and extra-curricular activities. The district partnered with Discovery Education and Edmentum to meet these goals.

GrantProse, Inc. was contracted to conduct an independent program evaluation of the Project STEM grant. GrantProse produced a report on Year 2 implementation and another report comparing staff attitudes toward STEM instructional practices from 2019 and 2020 surveys. This document summarizes key insights from both reports.

Discovery Education Experience Logic Model: ESSA Evidence Level IV​

 

Discovery Education Experience Logic Model: ESSA Evidence Level IV

Research & Impact

At-a-Glance

Type:

Logic Model

Source:

LearnPlatform by Instructure

Grade Level:

PreK-12

Product:

Experience

Share This Report

essa level iv badge

Discovery Education engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for Discovery Education Experience learning platform. LearnPlatform by instructure designed the logic model to satisfy Level IV requirements (Demonstrates a Rationale) according to the Every Student Succeeds Act (ESSA).

To continue building evidence of effectiveness and to examine the proposed relationships in the logic model, Discovery Education plans to conduct an evaluation to determine the extent to its program produces the desired outcomes. Specifically, Discovery Education has plans to begin an ESSA Level III study.

Because of the development of the logic model and the plan for an ESSA Level III study, Discovery Education Experience meets Tier IV evidence requirements in compliance with ESSA.

Source

LearnPlatform by Instructure, Researcher Andrew Scanlan, M.A., Associate Director of Research Molly Henschel, Ph.D., and Research Contractor Elizabeth Allen, Ph.D. “Discovery Education Platform Logic Model.” Discovery Education, May 19, 2023.