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STS-based education in non-majors co...

Henderson, Phyllis Lee.

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STS-based education in non-majors college biology.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	STS-based education in non-majors college biology./
Author:	Henderson, Phyllis Lee.
Description:	243 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1586.
Contained By:	Dissertation Abstracts International64-05A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3090896
ISBN:	9780496386147

STS-based education in non-majors college biology.
Henderson, Phyllis Lee.

STS-based education in non-majors college biology. - 243 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1586.

Thesis (Ph.D.)--University of Nevada, Reno, 2003.

The study explored the effect of the science-technology-society (STS) and traditional teaching methods in non-majors biology classes at a community college. It investigated the efficacy of the two methods in developing cognitive abilities at Bloom's first three levels of learning. It compared retention rates in classes taught in the two methods. Changes in student attitude relating to anxiety, fear, and interest in biology were explored. The effect of each method on grade attainment among men and women was investigated. The effect of each method on grade attainment among older and younger students was examined.

ISBN: 9780496386147Subjects--Topical Terms:

1018008
Education, Community College.

STS-based education in non-majors college biology.
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100 1 $a Henderson, Phyllis Lee. $3 1675309
245 1 0 $a STS-based education in non-majors college biology.
300 $a 243 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1586.
500 $a Adviser: Patricia K. Miltenberger.
502 $a Thesis (Ph.D.)--University of Nevada, Reno, 2003.
520 $a The study explored the effect of the science-technology-society (STS) and traditional teaching methods in non-majors biology classes at a community college. It investigated the efficacy of the two methods in developing cognitive abilities at Bloom's first three levels of learning. It compared retention rates in classes taught in the two methods. Changes in student attitude relating to anxiety, fear, and interest in biology were explored. The effect of each method on grade attainment among men and women was investigated. The effect of each method on grade attainment among older and younger students was examined.
520 $a Results of the study indicated that no significant differences, relating to retention or student attitude, existed in classes taught in the two methods. The study found no significant cognitive gains at Bloom's first three levels in classes taught in the traditional format. In the STS classes no significant gains were uncovered at Bloom's first level of cognition. Statistically significant gains were found in the STS classes at Bloom's second and third levels of cognition. In the classes taught in the traditional format no difference was identified in grade attainment between males and females. In the STS-based classes a small correlational difference between males and females was found with males receiving lower grades than expected. No difference in grade attainment was found between older and younger students taught in the traditional format. In the STS-based classes a small statistically significant difference in grade attainment was uncovered between older and younger students with older students receiving more A's and fewer C's than expected. This study found no difference in the grades of older, female students as compared to all other students in the traditionally taught classes. A weak statistically significant difference was discovered between grade attainment of older, female students and all other students in the STS classes with older, female students earning more A's and fewer C's than expected. It was concluded that among the students examined in this investigation STS teaching methods enhanced cognitive gains at Bloom's second and third levels of cognition. STS also strengthened grade attainment among older students and female students.
520 $a Recommendations for further study included replication of the study to include a larger sample size, other types of institutions, and other academic disciplines in science. Expansion of the study to Bloom's fourth and fifth levels, use of a standardized testing instruments to determine attitude, analysis using qualitative methods of investigation, and refinement of the study to provide a true experimental design were also suggested.
590 $a School code: 0139.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Sciences. $3 1017897
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690 $a 0714
710 2 $a University of Nevada, Reno. $3 626634
773 0 $t Dissertation Abstracts International $g 64-05A.
790 1 0 $a Miltenberger, Patricia K., $e advisor
790 $a 0139
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3090896