ERIC Number: ED254414
Record Type: Non-Journal
Publication Date: 1984-Nov-30
Scientific Literacy in Seventh Grade Life Science: A Study of Instructional Process, Task Completion, Student Perceptions, and Learning Outcomes. Final Report of the Intermediate Life Science Study. Secondary Science and Mathematics Improvement Program.
Mitman, Alexis L.; And Others
This 10-chapter report provides detailed information on a study which examined what combinations of teacher, student, and curricular variables were associated with more effective life science instruction at the intermediate level. The conception of effectiveness was guided by the normative framework of scientific literacy and by student growth on science outcomes. The definition of scientific literacy used consists of five components: explaining science content; relating to science as a social historical process; relating to science as a reasoning process; relating science and society/technology; and positive attitudes toward science. Among the findings (from students and teachers in 11 classes) are indications that: (1) teachers generally used a typical pattern of academic instruction, relying heavily on recitation, seatwork, and laboratory exercises; (2) students perceived that teachers made relatively little use of the scientific literacy components other than explaining factual content; (3) worksheets were the most commonly assigned activities; and (4) student attitudes toward science generally declined over the academic year, while science knowledge, understanding, and reasoning skills increased. Recommendations based on these and other findings are offered, such as increasing teachers' use of the scientific literacy framework and upgrading the cognitive level of tasks assigned to students. (JN)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.