The Identification of Science Competencies Included in the Curriculum of Secondary Vocational Education Programs. Research Report. Executive Summary.

Autor/inn/en	Anderson, B. Harold; Boddy, Robert
Institution	Colorado State Univ., Ft. Collins. Dept. of Vocational Education.
Titel	The Identification of Science Competencies Included in the Curriculum of Secondary Vocational Education Programs. Research Report. Executive Summary.
Quelle	(1985), (39 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Agricultural Education; Allied Health Occupations Education; Biology; Business Education; Chemistry; Distributive Education; Educational Research; Home Economics; Marketing; Office Occupations Education; Physics; Questionnaires; Science Instruction; Secondary Education; Skill Development; Skills; Vocational Education + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Biologie; Wirtschaftserziehung; Wirtschaftspädagogik; Chemie; Bildungsforschung; Pädagogische Forschung; Hauswirtschaft; Hauswirtschaftslehre; Büro- und Verwaltungsschule; Physik; Fragebogen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Skill; Fertigkeit; Berufsbildung
Abstract	A study determined the degree of importance secondary vocational instructors place on students' possessing science skills for successful completion of their vocational program. It also determined the specific skills in biology, chemistry, and physics the instructors taught and identified the secondary vocational programs that require students to possess significant science-related skills to complete the program successfully. A list of major science competencies possessed by students who completed beginning biology, chemistry, and physics courses was developed. Questionnaires were designed to determine the degree to which science-related skills must be performed to complete various vocational programs successfully. Of 376 questionnaires sent, 247 were returned. Data were summarized, analyzed, and condensed into three tables. Findings indicated a wide variance in the importance of science-related skills necessary for secondary vocational program completion; they also showed that certain secondary vocational programs do contain a significant component of science-related skills. (Three tables show the biology, chemistry, and physics skills in secondary vocational programs and high importance ratings and percent taught for the various agriculture, business and office education, marketing and distributive education, health, and home economics programs. The questionnaire is appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC