When students construct their knowledge through active application of science practices, they deepen their understanding of scientific concepts. When students see how scientific ideas relate to their daily lives and personal interests, they are more motivated and engaged in learning. When students analyze scientific ideas through the lens of phenomena, they are able to solve real-world problems. 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.

When teachers provide appropriately scaffolded instruction, students are more likely to grow their understanding of scientific concepts. When teachers relate lessons to prior knowledge, students are more likely to engage in the lesson and achieve the intended learning goals. 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. 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.

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. 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. 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.

South Carolina Educators Feedback on Experience

South Carolina Feedback Survey on Discovery Education Experience

Research & Impact

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At-a-Glance

Type:

Survey

Time Period:

September 2022

Source:

Discovery Education Research & Analytics

Grade Level:

K-12

Products:

Discovery Education Experience
Professional Learning

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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.

Mystery Science Logic Model: ESSA Evidence Level IV

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

Research & Impact

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At-a-Glance

Type:

Logic Model

Source:

LearnPlatform by Instructure

Grade Level:

K-5

Product:

Mystery Science

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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

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Type:

Theory of Action

Source:

Discovery Education Research & Analytics

Grade Level:

K-5

Product:

Mystery Science

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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.

Students

When students construct their knowledge through active application of science practices, they
deepen their understanding of scientific concepts.
When students see how scientific ideas relate to their daily lives and personal interests, they
are more motivated and engaged in learning.
When students analyze scientific ideas through the lens of phenomena, they are able to solve real-world problems.
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.

Teachers

When teachers provide appropriately scaffolded instruction, students are more likely to grow their understanding of scientific concepts.
When teachers relate lessons to prior knowledge, students are more likely to engage in the lesson and achieve the intended learning goals.
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.
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.

Administrators

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.
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.
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

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Type:

Research Study

Time Period:

2017

Source:

Physical Review Physical Education Research

Subject:

Physics

Grade:

9-12, post-secondary

Product:

Pivot Interactives

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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

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

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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

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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

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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

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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).

North Carolina Statewide Study Summary of Findings

Research & Impact

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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

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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)

An Implementation Study of the Impact of Science Techbook in Sahuarita, Arizona

Research & Impact

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At-a-Glance

Type:

Executive Summary

Time Period:

2022-2023

Source:

McRel International

Grade Level:

6-8

Product:

Science Techbook

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Discovery Education retained the services of McREL International to study the use and impact of its Middle School Science Techbook in Arizona’s Sahuarita Unified School District (SUSD) during the 2022-23 school year. The purpose of the study was to answer two research questions: 1. What is the correlation between Techbook use and change in science aptitude? 2. What are the successes and challenges for teachers in using the Techbook?

To answer these questions, a science aptitude assessment was administered in fall 2022 to serve as a baseline academic performance predictor, and then again in spring 2023 to serve as the dependent variable in the analyses. Semi-structured individual interviews were also conducted in the fall and spring. Finally, an implementation survey was administered in February 2023 to gauge teacher perception on the implementation and use of Science Techbook. The quantitative results meet the Every Student Succeeds Act’s (ESSA) Tier 3 level of evidence: Promising Evidence.

Source

Kramer, B., Rentz, B., Merth, R., Ryan, S., Kriescher, D. (2023). An implementation study of the Discovery Education Science Techbook for middle school in Sahuarita, Arizona. McREL International.

Science Techbook Logic Model: ESSA Evidence Level IV

Research & Impact

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Type:

Logic Model

Grade Level:

K-12

Source:

LearnPlatform by Instructure

Product:

Science Techbook

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Discovery Education engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for Science Techbook. 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 which Science Techbook produces the desired outcomes. Specifically, Discovery Education has plans to begin an ESSA Level II study.

Because of the development of the logic model and the plan for an ESSA Level II study, Science Techbook 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. “Science Techbook Logic Model.” Discovery Education, August 4, 2023.

Sahuarita and Freeport-McMoRan Foundation Partnership Impacts Grade-Level Proficiency

Research & Impact

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At-a-Glance

Type:

Evaluation Study

Time Period:

Jan 2020 – Oct 2020

Source:

Decisive Data Insights

Grade Level:

K-8

Products:

Discovery Education Experience
Science Techbook

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Sahuarita Unified School District (SUSD), located just south of Tucson, Arizona, serves 5,800 students enrolled in PK-12 grades. The district has been the recipient of funding via the Freeport-McMoRan Foundation (FCX Foundation), whose goal is to build resiliency in communities where it has a presence.

This evaluation is the first study that seeks to understand the impact of various SUSD initiatives funded by the FCX Foundation, and was led by researcher Dr. Brett Kramer of Decisive Data Insights. The study began with stakeholder engagement. The research team then collected performance data across the funded projects, analyzed the data to determine partnership effects, and tied those effects back to larger measures to inform the direction of future investments.

The investment in Discovery Education led to an increase in math, science, and reading proficiency. And, with 18 positive effects across grade and subjects, it can be concluded that use of Discovery Education led to better academic outcomes in every subject and grade level, to some degree, than what would have been attained without its use.