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The Impact of Instructional Guidance on Science Learning in Second-Grade Classrooms

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Title: The Impact of Instructional Guidance on Science Learning in Second-Grade Classrooms
Language: English
Authors: Jenna A. Gersib, Christian T. Doabler, Anna-Maria Fall, Maria A. Longhi, Jasmine Uy, Gail E. Lovette, Tasia Brafford, Katharina Johnson, Alan McLucas, Shadi Ghafghazi, Kimberly Johnston, Gregory Roberts, William J. Therrien
Source: Elementary School Journal. 2026 126(4):585-612.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Peer Reviewed: Y
Page Count: 28
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Descriptors: Elementary School Science, Grade 2, Science Instruction, Teaching Methods, Science Achievement, Scores, Elementary School Students, Science Tests, Instructional Design
DOI: 10.1086/740636
ISSN: 0013-5984
1554-8279
Abstract: The appropriate level of instructional guidance for students to acquire a deep understanding of the disciplinary core ideas, crosscutting concepts, and science and engineering practices outlined in the Next Generation Science Standards remains ambiguous. To shed light on this important topic, we tested two distinct science programs in a cluster randomized controlled trial involving 11 second-grade classrooms and 185 students. Holding constant content, dosage, and professional development, findings favored the program that provided greater levels of instructional guidance on all three science measures (g = 0.19, 0.21, 0.40). In addition, differential response analyses revealed that students with lower initial scores made significantly greater gains on a distal science measure in classrooms that implemented the program with more instructional guidance. Last, exploratory correlations between teacher-level instructional guidance and student outcomes suggested positive associations between guidance levels and outcome gains. Implications for designing and delivering science instruction to meet diverse student needs are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507532
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: The Impact of Instructional Guidance on Science Learning in Second-Grade Classrooms
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  Data: <searchLink fieldCode="SO" term="%22Elementary+School+Journal%22"><i>Elementary School Journal</i></searchLink>. 2026 126(4):585-612.
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  Data: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
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  Data: 0013-5984<br />1554-8279
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  Data: The appropriate level of instructional guidance for students to acquire a deep understanding of the disciplinary core ideas, crosscutting concepts, and science and engineering practices outlined in the Next Generation Science Standards remains ambiguous. To shed light on this important topic, we tested two distinct science programs in a cluster randomized controlled trial involving 11 second-grade classrooms and 185 students. Holding constant content, dosage, and professional development, findings favored the program that provided greater levels of instructional guidance on all three science measures (g = 0.19, 0.21, 0.40). In addition, differential response analyses revealed that students with lower initial scores made significantly greater gains on a distal science measure in classrooms that implemented the program with more instructional guidance. Last, exploratory correlations between teacher-level instructional guidance and student outcomes suggested positive associations between guidance levels and outcome gains. Implications for designing and delivering science instruction to meet diverse student needs are discussed.
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  Data: 2026
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  Data: EJ1507532
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        PageCount: 28
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      – SubjectFull: Elementary School Science
        Type: general
      – SubjectFull: Grade 2
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      – SubjectFull: Science Instruction
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