ERIC Number: ED025414
Record Type: Non-Journal
Publication Date: 1967
Reference Count: N/A
The Effects of a Course in Science and Culture Designed for Secondary School Students.
Cossman, George Wilford
This study was designed to evaluate the success of an experimental secondary school course for fostering scientific literacy and the development of scientific attitudes. Students were matched using I.Q., sex, grade level, involvement with formal science courses, and cumulative grade point average. Twenty-one "self selected" eleventh and twelfth graders comprised the treatment group. Control and treatment groups were equated. Growth scores significant at the .01 level favored the experimental group on the Test on Understanding Science, Facts about Science Test, the Watson-Glaser Critical Thinking Appraisal, the Study of Values (theoretical scale), the Iowa Science and Culture Achievement Test and the Science Opinion Survey. No significant difference was found in growth scores on the Stanford Achievement Test-Advanced Science. All tests of significance were carried out with nonparametric statistics. This study indicates that it is possible to design and teach materials which bring about broad changes in the literacy of students with regard to science and simultaneously foster several important scientific attitudes. (BC)
Descriptors: Curriculum Development, Doctoral Dissertations, Evaluation, Grade 11, Grade 12, Scientific Attitudes, Scientific Literacy, Secondary School Science
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 68-913, Microfilm $3.00, Xerography $7.20).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Iowa Univ., Iowa City.
Identifiers - Assessments and Surveys: Test on Understanding Science; Watson Glaser Critical Thinking Appraisal