This randomized controlled trial examined the efficacy of an elementary school service-learning program, Connect Science (CS), on classroom practices and students' science achievement, civic engagement, and social skills. Fourth grade teachers were enrolled into intervention versus control conditions resulting in 41 classrooms (20 intervention) with 868 students (423 intervention). Intervention group teachers taught CS and control group teachers taught “business-as-usual” science over a 14–22 week period. CS had a positive impact on classroom practices (Next Generation Science Standards and CS practices). Analyses showed positive impact of CS on science achievement and energy attitudes and behaviors. Use of CS practices mediated the relation between CS and energy attitudes and behaviors. Improved social skills were evident in conditions of high fidelity of implementation.

这项随机对照试验研究了小学服务学习计划Connect Science（CS）在课堂实践，学生的科学成就，公民参与度和社交技能方面的功效。四年级的教师参加了干预与控制的对比研究，形成了41个教室（20个干预），其中有868名学生（423个干预）。在14至22周的时间里，干预小组的老师教了CS，对照组的老师教了“一切照旧”的科学。CS对课堂实践（下一代科学标准和CS实践）产生了积极影响。分析表明，CS对科学成就以及能量态度和行为有积极影响。CS实践的使用介导了CS与能量态度和行为之间的关系。