ERIC Number: ED234993
Record Type: Non-Journal
Publication Date: 1983-Jun
Reference Count: N/A
Images of Science. A Summary of Results from the 1981-82 National Assessment in Science. First Printing.
Hueftle, Stacey J.; And Others
This report describes and interprets findings from a 1981-82 national assessment in science conducted by the Minnesota Science Assessment and Research Project (SARP). SARP tested 18,000 students randomly selected from across the nation. The assessment instruments included items on science content, inquiry, role of science and technology in society, and science attitudes. The current level of science achievement and attitudes toward science are reported and compared to results from the 1976-77 assessment. This is the first time that change results on science attitudes are reported. Data indicate that 9-year-olds have increased in achievement over the past 5 years, 13-year-olds have remained unchanged, and 17-year-olds have continued to decline. The attitudes of all three groups have dropped during the past 5 years. Findings are reported in three major parts: those for elementary, middle/junior high, and high school science respectively. In addition, findings are broken down by sex, sex by race, and by four geographic regions of the nation. The results are summarized in 64 figures and 54 tables. Three appendices are also included which provide cluster means and standard errors for possible secondary analysis. (JN)
Descriptors: Academic Achievement, Attitude Change, Educational Trends, Elementary School Science, Elementary Secondary Education, Inquiry, National Surveys, Science Education, Secondary School Science, Student Attitudes, Technology
Minnesota Research and Evaluation Center, 210 Burton Hall, 178 Pillsbury Dr., SE, University of Minnesota, Minneapolis, MN 55455 ($9.50 prepaid).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress