Research has been integral to Foundations of Science Literacy (FSL) since its inception, both to inform its development and to provide empirical evidence of its efficacy in promoting high quality, early science learning.
Empirical Evidence
In a randomized control trial, we investigated the impact of FSL on classrooms, teachers, and children. Classrooms were randomly assigned to participate in FSL during a school year (FSL group) or to continue with “business as usual” (Control group). To evaluate the impact of participation in FSL, both FSL and Control classrooms were assessed in multiple ways during the fall (pre-FSL implementation) and the spring of the school year (post-FSL implementation).