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ERIC Number: ED065270
Record Type: RIE
Publication Date: 1970
Pages: 160
Abstractor: N/A
Reference Count: N/A
The Ninth Grade Physical Science Programs An Appraisal of Achievement, Understanding, and Vocational Interest Developed Through Three Different Physical Science Curriculums in Lincoln Schools.
Durst, Wesley Nolan
This study appraises some aspects of student development that have resulted from instruction in three different physical science courses: Traditional Physical Science, Interaction of Matter and Energy, and Introductory Physical Science. The students were analyzed for differences in understanding of science, achievement in science, or vocational interest in science as related to these three factors: the physical science course, the reading level of students, and the level of intelligence of students. The sample consisted of 323 students, from eight junior high schools, stratified on the basis of the physical science courses. Intelligence scores, reading level and vocational preference were obtained from student records. The analysis of covariance and analysis of variance provided varying results, with the students in the Interaction of Matter and Energy course showing more significant gain on the Iowa Test of Educational Development (#6), Test on Understanding Science, and the Kuder Preference Record-Vocational. Students in the Traditional Physical Science program scored significantly higher on the Science Research Associates Achievement Series (Science). (Author/PR)
University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 70-17,719 M-$4.00 X-$7.40)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Nebraska