ERIC Number: ED402205
Record Type: RIE
Publication Date: 1996-Dec
Preliminary Results, Implications and Applications from a Study Comparing a Traditional vs. an Integrated High School Science Program.
Keating, Joseph; Keating, Josephine Melenchek
One of the major themes of reform in science education is that science should not be compartmentalized into single distinct disciplines but rather should be integrated. This study investigates the effectiveness of integrated programs and impediments to their success in K-12 education. The research was carried out collaboratively by California State University at San Marcos and science teachers at the San Dieguito High School (now San Dieguito Learning Academy). Approximately 100 high school students were followed through three years of science in this suburban San Diego high school. Approximately half of these students took three years of integrated science and half took the more traditional track of science courses. After establishing baseline levels, the research focused on a number of variables such as changes in student attitudes toward science, individual and group problem solving, effectiveness of cooperative group work, and subject matter achievement mastery. Preliminary statistical analysis and interview data from both teachers and students have indicated a number of significant differences between the control and experimental groups indicating a positive effect from the use of integrated science programs. (Author/JRH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Global Summit on Science and Science Education (1st, San Francisco, CA, December 28, 1996).