NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ986051
Record Type: Journal
Publication Date: 2012
Pages: 24
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0950-0693
Effects of an Integrated Science and Societal Implication Intervention on Promoting Adolescents' Positive Thinking and Emotional Perceptions in Learning Science
Hong, Zuway R.; Lin, Huann-Shyang; Lawrenz, Frances P.
International Journal of Science Education, v34 n3 p329-352 2012
The goal of this study was to test the effectiveness of integrating science and societal implication on adolescents' positive thinking and emotional perceptions about learning science. Twenty-five eighth-grade Taiwanese adolescents (9 boys and 16 girls) volunteered to participate in a 12-week intervention and formed the experimental group. Fifty-seven eighth-grade Taiwanese adolescents (30 boys and 27 girls) volunteered to participate in the assessments and were used as the comparison group. Additionally, 15 experimental students were recruited to be observed and interviewed. Paired "t"-tests, correlations, and analyses of covariance assessed the similarity and differences between groups. The findings were that the experimental group significantly outperformed its counterpart on positive thinking and emotional perceptions, and all participants' positive thinking scores were significantly related to their emotional perceptions about learning science. Recommendations for integrating science and societal implication for adolescents are provided. (Contains 6 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan