Comparing Science Learning among 4th-, 5th-, and 6th-Grade Students: STS versus Textbook-Based Instruction

Autor/inn/en	Yager, Robert E.; Choi, AeRan; Yager, Stuart O.; Akcay, Hakan
Titel	Comparing Science Learning among 4th-, 5th-, and 6th-Grade Students: STS versus Textbook-Based Instruction
Quelle	In: Journal of Elementary Science Education, 21 (2009) 2, S.15-24 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-185X
Schlagwörter	Science and Society; Effect Size; Science Teachers; Teaching Methods; Grade 4; Grade 5; Grade 6; Science Instruction; Conventional Instruction; Scientific Concepts; Science Process Skills; Creativity; World Views; Student Attitudes; Teacher Attitudes; Elementary School Science; Student Participation; Cooperative Learning + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kreativität; World view; Weltanschauung; Schülerverhalten; Lehrerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kooperatives Lernen
Abstract	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.) (As Provided).
Anmerkungen	Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail: DPS@wiu.edu; Web site: http://www.wiu.edu/users/jese/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10