GUIDELINES FOR THE DEVELOPMENT OF A COURSE FOR SECONDARY SCHOOLS EMPHASIZING THE INTERACTION OF SCIENCE AND THE CULTURE OF MAN. FINAL REPORT.

Autor/inn/en	COSSMAN, GEORGE W.; YAGER, ROBERT E.
Institution	Iowa Univ., Iowa City.
Titel	GUIDELINES FOR THE DEVELOPMENT OF A COURSE FOR SECONDARY SCHOOLS EMPHASIZING THE INTERACTION OF SCIENCE AND THE CULTURE OF MAN. FINAL REPORT.
Quelle	(1966), (159 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Course Descriptions; Critical Thinking; Curriculum; Curriculum Development; Evaluation; Grade 11; Grade 12; Instructional Materials; Scientific Literacy; Secondary School Science; Social Studies; Socioeconomic Influences; Values; Stanford Achievement Tests; Watson Glaser Critical Thinking Appraisal + Suchen Sie Ihr Suchwort? Schulleistung; Kursstrukturplan; Kritisches Denken; Curricula; Lehrplan; Rahmenplan; Curriculum; Development; Curriculumentwicklung; Entwicklung; Evaluierung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Gemeinschaftskunde; Sozioökonomischer Faktor; Wertbegriff
Abstract	REPORTED IS THE EVALUATION OF AN EXPERIMENTAL INTERDISCIPLINARY COURSE ENTITLED "SCIENCE AND CULTURE" WHICH IS BEING DEVELOPED AT THE UNIVERSITY OF IOWA LABORATORY SCHOOL. IT IS DIRECTED AT BRIDGING EXISTING GAPS IN INTEGRATING THE RELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY AND SOCIAL STUDIES IN THE SECONDARY SCHOOL CURRICULUM. THE OBJECTIVE OF THE STUDY WAS TO DETERMINE TO WHAT EXTENT, IF ANY, SEVERAL OF THE BASIC OBJECTIVES AROUND WHICH THE EXPERIMENTAL COURSE WAS STRUCTURED WERE ACHIEVED. SEVEN SPECIFIC HYPOTHESES, STATED IN THE NULL FORM, WERE INVESTIGATED. THE EXPERIMENTAL GROUP CONSISTED OF A HETEROGENEOUS GROUP OF 21 ELEVENTH AND TWELFTH GRADE STUDENTS IN THE UNIVERSITY OF IOWA LABORATORY SCHOOL. THE CONTROL GROUP WAS SELECTED FROM THE SAME SCHOOL AND SAME GRADE LEVELS ON A MATCHED PAIR BASIS. CRITERION TESTS WERE USED IN EVALUATING THE STATED HYPOTHESES. THE MATCHED-PAIRS SIGNED-RANKS TEST WAS USED AS THE STATISTICAL TEST OF SIGNIFICANCE. THE DATA INDICATED A SIGNIFICANTLY GREATER INCREASE FOR THE EXPERIMENTAL GROUP IN (1) UNDERSTANDING OF THE SCIENTIFIC PROCESS, (2) UNDERSTANDING OF SCIENTISTS AS AN OCCUPATIONAL GROUP, (3) UNDERSTANDING OF SCIENCE AS AN INSTITUTION AND ITS RELATIONSHIP TO OTHER INSTITUTIONS IN OUR SOCIETY, (4) CRITICAL THINKING ABILITY, (5) THE IMPORTANCE WHICH THEY PLACE ON THEORETICAL VALUES, AND (6) UNDERSTANDING OF THE CHARACTER OF SCIENTIFIC AND NON-SCIENTIFIC SEGMENTS WITHIN CULTURES AND KNOWLEDGE OF THE EVIDENCE FOR INTERACTION BETWEEN THEM. THE EXPERIMENTAL GROUP EVIDENCED NO GREATER INCREASE IN SUBSTANTIVE SCIENTIFIC KNOWLEDGE THAN THE CONTROL GROUP. IT WAS CONCLUDED THAT THE EXPERIMENTAL COURSE "SCIENCE AND CULTURE" IS EFFECTIVE IN PRODUCING A BROAD INCREASE IN THE SCIENTIFIC LITERACY OF SECONDARY SCHOOL STUDENTS SUCH AS THOSE WHICH COMPRISED THE EXPERIMENTAL GROUPS. APPENDED ARE THE (1) EXPERIMENTAL COURSE DESCRIPTIVE MATERIALS, (2) SPECIAL DIAGNOSTIC INSTRUMENTS, (3) COMPARATIVE STATISTICS FOR SAMPLE POPULATIONS, AND (4) "MY VIEW OF SCIENCE" ESSAYS. (DS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC