This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry-based science curriculum. Eighty-nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in which the textbook curriculum was modified based on three principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment condition in which teachers received PD designed to improve their knowledge of the science content, and (c) a business-as-usual control group. The cognitive science treatment had a small but statistically significant positive effect on content learning, with a stronger impact on students of higher prior achievement. Compared to business-as-usual, the intervention to increase teacher content knowledge had no impact.

中文翻译：

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使用认知科学原理或提高教师内容知识可以提高学生在中学科学方面的成绩吗？

本研究采用整群随机对照试验来调查两种方法在使用基于探究的科学课程时提高中学生科学学习的有效性。拥有 253 名教师和 20,591 名学生的 89 所学校被随机分配到以下三种情况之一：(a) 根据认知科学的三项原则以及教师专业发展 (PD) 修改教科书课程的治疗情况， (b) 第二种治疗条件，其中教师接受旨在提高其科学内容知识的 PD，以及 (c) 照常对照组。认知科学治疗对内容学习有微小但统计上显着的积极影响，对先前成绩较高的学生影响更大。与一切照旧相比，增加教师内容知识的干预没有任何影响。