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ERIC Number: ED107462
Record Type: RIE
Publication Date: 1971
Pages: 234
Abstractor: N/A
Reference Count: N/A
The Design of an Auto-Tutorial Genetics Course to Increase Scientific Literacy among Nonscience Majors and Its Evaluation Using a Science-Related Semantic Differential Instrument.
Gross, Bernard Francis
The purpose of this study was to design a course and to determine its effects on learners' perceptions of certain scientific literacy concepts. A science-related semantic differential instrument was used. Student-instructor collaboration resulted in the selection of objectives and learning strategies in order to establish an environment favorable to an increase in scientific literacy. As a result, a genetics course was structured with three levels of objectives ranging from the most inclusive and general (primary) to the least inclusive and most specific (tertiary). Six referents to scientific literacy constituted the primary objectives. Secondary objectives consisted of an investigation of a weekly theme pertinent to a current topic in genetics, phrased in question form (open-ended). The tertiary objectives were specific content objectives. Pretest and posttest measures were made of a treatment group, a reference group of science majors and a reference group of nonscience majors. The responses to the semantic differential scales were factor analyzed by the principal components method, factor loadings were derived according to the Varimax rotation. It was concluded that perceptions of scientific literacy did not differ significantly between group majors and nonscience majors. The treatment group showed significant changes. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-6585, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Syracuse University