ANOVA Science RIP Inquiry Produces "Phenomenal Paradigm Shift" and Rapid Significant Student Achievement

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Continuing data-based evidence shows that teacher professional development in ANOVA Science's Research Investigation Process (RIP ®) scientific inquiry -based critical thinking model leads to elementary, middle, and high school students who are critical thinkers and self-motivated learners. Independent evaluations consisting of rigorous assessment procedures consistently lead to the same conclusions year-after-year: teachers of culturally- and language diverse students change the way they instruct and experience an increase in confidence in their newly developed instructional abilities, and students become more interested and proficient in science and non-science content, perform better, and show firm evidence for developing strong critical thinking skills.

CCSD teachers exhibit large gains in inquiry-based knowledge and instruction skills

The RIP program resulted in a phenomenal paradigm shift away from traditional instructional methods and more student centered learning that is rich with deep critical thinking applications.

Over the last 3 years, ANOVA Science Education Corporation (ANOVA Science; http://www.scientificInquiry.com ) has focused attention on implementing the Research Investigation Process (RIP ®) critical thinking model into school districts in Hawaii and New Mexico where cultural and/or language diversity present challenges in student academic performance. Already a research based program, the RIP has generated more current data demonstrating once again its effectiveness in schools servicing especially academically challenged student populations. The RIP as a critical thinking model addresses and builds students' skills beyond the traditional focus on content—essential skills so lacking in the 21st Century learner.

Impact data from implementation of the RIP in New Mexico and Hawaii elementary, middle, and high schools are showing dramatic effects of ANOVA Science's RIP professional development program on the confidence and instructional ability of teachers. This result is then translated to gains in student thinking ability and learning of science and non-science content.

ANOVA Science recently received the independent evaluator's report summarizing the findings for the 3-year RIP~ing @ Science in Kaimuki Complex project supported by a federal math-science grant. Based on annual evaluation reports from two separate independent evaluators, the RIP has produced measureable systemic change in how teachers teach and students learn at the 10 elementary and secondary schools in this complex. The report states, "The RIP program resulted in a phenomenal paradigm shift away from traditional instructional methods and more student centered learning that is rich with deep critical thinking applications. It is evident that the participating teachers in Kaimuki Complex are willing and ready to provide more rigorous and meaningful instructions to help their students become critical thinkers and self-motivated explorers."

There was striking consistency across the three years' reports from both independent evaluator companies. All emphasized the rigor of the RIP critical thinking model and learning process and its ability to lead to curriculum that is relevant to the students' and teachers' lives. "While students find the RIP makes them think much more than does learning class content through books, lectures, and multimedia, they also claim to like science and enjoy learning it through the RIP," explains ANOVA Science's President, Dr. Robert Landsman.

According to the third-year culminating evaluation report, "After RIP training, all of the Kaimuki Complex participating teachers provided opportunities for their students to engage in deep critical thinking from 'a moderate' to 'a very large extent' compared to only half 'a moderate extent' prior to the training. Kindergarten through high school teachers doubled the amount of their total instructional time spent teaching critical thinking skills which more than doubled to 63%. The teaching of standards-based science content more than doubled to 40%." And the impact of the RIP on student performance extended to state testing. According to Dr. Landsman, principals from two of the Kaimuki Complex schools informed ANOVA Science of positive RIP impact on state scores, with students of RIP-trained teachers outperforming those of non-RIP-trained teachers.

The RIP evaluation reports included student comments. One of the most striking findings were the words of young participants (especially grades K through 3) that they “like learning science this way” instead of from “boring” books. The evaluator stated, “At first I was taken aback by this concept, until I realized the potential cost savings this could imply if implemented on a grand scale!”

At Kula Kaiapuni 'o Anuenue, a Hawaiian immersion school, students and teachers are successfully incorporating the RIP process through their curriculum to teach science and other content via this scientific inquiry-based critical thinking model. When asked how teacher Lanakila Makua was applying the RIP in the classroom, he stated, "We used Hawaiian culture to teach science and math concepts by doing a Research Investigation Process (RIP) on imu rocks (rocks used in an underground oven used by our people). The students learned about mass, volume, and density, as well as how to make an imu. The RIP also kept the students actively engaged, as they were interested in seeing the outcome of this RIP. They wanted to know if the hypothesis that they constructed was right. So, in all, the RIP worked well for teaching standards-based science and mathematics concepts by doing a scientific investigation that focused on a traditional Hawaiian practice."

Students in Teacher Kehau Camara's classes used the RIP scientific inquiry model to learn more about culture. "Our students in the 5th and 6th grades used the RIP process to investigate our traditional Hawaiian creation chant to see if our kupuna (elders) gave similar names to various living organisms (plants, animals, coral, ...) because of similarities in their habitat, physical and/or behavioral characteristics."

Kula Kaiapuni 'o Anuenue Curriculum Coordinator Leilani Kamalani stated: "It is wonderful to see the transformation that has taken place over the past year as we have implemented the RIP program. Our teachers are energized and our students are excited about doing the RIP. We are raising expectations for the teaching and learning of critical thinking skills through scientific inquiry."

Just as culturally- and language diverse, New Mexico's Central Consolidated School District (CCSD) teachers and students are also benefitting from the application of RIP critical thinking in the classroom. Assessment results also show that while the cognitive demand is higher, these students enjoy learning science more through the RIP model than from previous methods of instruction. According to Navajo Reservation Nizhoni Elementary School teacher Jennifer Evans, "RIP provides a common language, process, and thinking tool for my third grade students so that they are able to apply data to make evidenced-based arguments as they learn science through the RIP."

Evaluator Dr. Robert Pergolizzi, a scientist and science educator, summed up his report stating "There is clear evidence that the RIP program makes it possible for students at all levels, even difficult-to-reach student populations, to not only learn science but to enjoy learning it, and to look forward to leaning more about science. This is a point that cannot be emphasized strongly enough. As an individual with concerns about the future of science education in America and around the world, I would like to see this program broadly implemented elsewhere without delay."

RIP and RIP~ing Across the Miles are trademarks and service marks, and RIP is the registered trademark and registered service mark, of ANOVA Science Education Corporation, ANOVA Science Publishing, and Dr. Robert Landsman in the U.S. and/or other countries. ANOVA Science Education Corporation assists schools in implementing scientific research-based science education programs, providing students with critical thinking and decision-making tools for life-long learning skills that support economic growth and global competitiveness through high-quality, continuous, and data-driven teacher support in schools and classrooms throughout the USA. As sole distributor of products and services associated with the Research Investigation Process (RIP ®) inquiry-based science education program for K-12 schools, the contribution of ANOVA Science's vision toward the nation's movement for science education reform has been recognized and is well received by national and state education organizations. ANOVA Science's activities and services include professional development workshops, seminars and projects; teacher coaching and mentoring; curriculum development addressing state and national standards; and publishing education materials available online at http://www.anovascience.com.

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ANOVA Science Education CorporationCompany LogoCCSD teachers exhibit large gains in inquiry-based knowledge and instruction skillsElementary through high school teachers from Central Consolidated School District (CCSD) in New Mexico dramatically increased their knowledge of and ability to instruct through scientific inquiry after only one year of RIP training and implementation of the RIP critical thinking model into their classrooms.Sixth grade CCSD students show dramatic increase in scientific inquiry knowledge, understanding, and skills following implementation of the RIPFollowing initial implementation of the RIP into their classrooms, students exhibited steep, statistically significant, increases in their understanding of and ability to apply scientific inquiry as a learning tool.Impact of the Research Investigation Process (RIP) on learning standards-based science content.CCSD grade 6 student data showing RIP impact on student learning of non-inquiry based science content.Sixth grade Central Consolidated School District (CCSD) students learned a significant amount of standards-based science content during their first exposure to the RIP model.Professional development training in the Research Investigation Process (RIP) scientific inquiry-based critical thinking model increases teacher confidence in ability to use scientific inquiry as a tool for thinking, learning, and teaching science.Impact of RIP professional development on Kaimuki Complex teacher confidence in ability to use scientific inquiry as a tool for thinking, learning, and teaching science.Professional development training in the Research Investigation Process (RIP) scientific inquiry-based critical thinking model increases teacher confidence in ability to use scientific inquiry as a tool for thinking, learning, and teaching science.Confidence in ability to use scientific inquiry as a tool for thinking, learning, and teaching science for RIP and Non-RIP control Kaimuki Complex Teachers.RIP-trained teachers exhibited significantly more confidence than non-RIP control teachers in their ability to use scientific inquiry as a tool for thinking, learning, and teaching science at the end of the first year of training.Comparison of impact of the Research Investigation Process (RIP) on ELL and General education learners.Eighth grade ELL student learning through the RIP compared with General Ed student learning through the RIP."The General Education students started the year with a large advantage in knowledge and skills related to scientific inquiry, more than doubling the performance of the ELL students. Both groups exhibited statistically-significant increases in scientific inquiry knowledge and skills immediately following implementation of the RIP into the classroom, and further significant increases at the end of the year. However, the gain in knowledge and skills exhibited by the ELL students was substantially greater than that for the General Education students, more than doubling after implementation and increasing by 300% at the end of the year (at which time the difference in the performance of the two groups was almost eliminated)." "This finding complements the fact that these students are enjoying learning science with this program. It is clear that these highly-challenged students are not only learning science, but also are enjoying learning it!" -Year 2 Kaimuki Complex RIP Evaluation ReportRIP scientific inquiry leads to steeper standards-based learning outcomes than non-RIP approaches to learning.RIP model impact on kindergarten student learning of standards-based science compared to a non-RIP control group.Kaimuki Complex RIP-scientific inquiry-trained kindergarten students learned significantly more standards-based science content that non-RIP control kindergarteners who learned science using other methods.Students learn science content through scientific inquiry that emphasizes critical thinking when using the Research Investigation Process.Sixth grade student performance on standards-based science content items learned through RIP scientific inquiry.Kaimuki Complex Grade 6 student performance on science content items covered through the scientific inquiry process again illustrated that students are able to learn science content through the RIP method of science instruction quite well. These students displayed statistically significant increases in their knowledge and understanding of standards-based science content above and beyond the process when taught science through this instructional approach. Equally impressive is the fact that students enjoy learning science this way.