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ERIC Number: ED464833
Record Type: RIE
Publication Date: 2002-May-2
Pages: 29
Abstractor: N/A
Interdisciplinary Teaching in a Water Educational Training Science Program: Its Impact on Science Concept Knowledge, Writing Performance, and Interest in Science and Writing of Elementary Students.
Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy
This paper presents a study investigating the effects of the Water Education Training (WET) program on students' performance in science. The WET Program is an after school program using an interdisciplinary approach which has three main objectives: improving science concept knowledge, writing performance, and attitudes toward science and writing. The purpose of the study was to examine the effects of the WET program on elementary students' interest in science, their acquisition of science concept knowledge, and their interest and performance in writing about science. This study involved 291 elementary school students from 12 elementary schools within 10 districts in southeast Michigan. The implementation of the Wetland program and the use of observational, questionnaire, interviews, and survey data, as well as writing samples consistently indicated that the elementary students improved their science concept of knowledge, the writing performance, and their attitudes toward science and writing. Furthermore, the findings from the study reveal that the preservice teachers successfully implemented the WET Science Project as designed. Implications of findings are also discussed. (Contains 38 references and 7 tables.) (MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).