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ERIC Number: ED250148
Record Type: Non-Journal
Publication Date: 1984-Apr
Pages: 29
Abstractor: N/A
Reference Count: N/A
Life Science Instruction and Its Relationship to Scientific Literacy at the Intermediate Level.
Mitman, Alexis L.; Osaki, Susan Y.
This study attempted to determine which combinations of student, teacher, curricular, and task factors characterize effective life science instruction, where effectiveness is defined as the acquisition of scientific literacy. The framework of scientific literacy used includes five teacher behavior components: (1) explaining science content; (2) relating content to science as a social historical process; (3) relating to science as a reasoning process; (4) relating to science and society/technology; and (5) positive attitudes toward science. Data were obtained from 11 seventh grade teachers and their students using student pre- and post-surveys (respresenting the scientific literacy components), classroom observation records, and curriculum content analyses. Results indicate that teachers carried out academic instruction largely through means of recitation, seatwork, and laboratory exercises (in that order), followed by a fairly consistent use of audiovisual materials. In addition, when presenting academic information to the entire class, the teachers rarely made explicit reference to the historical, reasoning, social, or attitudinal implications of the subject matter. Possible explanations for this latter finding are offered and discussed. (JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.