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ERIC Number: EJ849713
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-1090-185X
Comparing Science Learning among 4th-, 5th-, and 6th-Grade Students: STS versus Textbook-Based Instruction
Yager, Robert E.; Choi, AeRan; Yager, Stuart O.; Akcay, Hakan
Journal of Elementary Science Education, v21 n2 p15-24 Spr 2009
Fifteen 4th-, 5th-, and 6th-grade teachers from five school districts each taught two sections of science--one with a Science-Technology-Society (STS) approach and the other with a more traditional textbook approach in which basic science concepts were the major organizers. Local, current, and personally relevant issues provided the context and organizational scheme for the STS section. The two approaches were evaluated using six different domains: (1) Concept, (2) Process, (3) Application, (4) Creativity, (5) Attitude, and (6) Worldview. The results indicate no difference in results at any grade level in the Concept domain. However, significant differences in terms of learning with large effect sizes were found in the other five domains. STS provided an impressive teaching approach utilizing the features of the National Science Teachers Association's (NSTA) (2006) position paper regarding STS in all assessment domains. (Contains 4 tables.)
Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A