Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 1 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| College Entrance Examinations | 1 |
| High Stakes Tests | 1 |
| Science Achievement | 1 |
| Science Curriculum | 1 |
| Science Tests | 1 |
| Scores | 1 |
| Secondary School Science | 1 |
| Secondary School Students | 1 |
| Sequential Learning | 1 |
Source
| Science Education… | 1 |
Author
| Concannon, James | 1 |
| Gilbert, John | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Missouri | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| ACT Assessment | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textGilbert, John; Concannon, James – Science Education International, 2020
To examine differences between sequences of secondary science courses on achievement on science high stakes exams, a purposive quantitative research design was utilized in this study. A short survey was sent out to public high schools in the state of Missouri that asked to identify their main science course sequence. In addition, participants were…
Descriptors: Secondary School Students, Secondary School Science, Science Achievement, Science Tests
