Integrating science and society issues into physical science / by Lola M. Williams.
| Author/creator | Williams, Lola M. author. |
| Other author | Coble, Charles R., degree supervisor. |
| Other author | East Carolina University. Department of Science Education. |
| Format | Theses and dissertations |
| Production | 1984. |
| Description | v, 173 leaves : illustrations ; 28 cm |
| Supplemental Content | Access via ScholarShip |
| Subjects |
| Summary | The purpose of this study was to develop and implement teaching modules that relate specific physical science knowledge and concepts to energy and society issues to improve student attitudes toward, and knowledge of, energy thus enabling the student to become more scientifically literate. This curriculum development study attempted to answer the following questions. 1. Are there any significant differences in the attitudes of physical science students concerning energy and society issues after exposure to study investigator developed modules? 2. Are there any statistically significant differences in the performance of physical science students on energy knowledge instruments after exposure to study investigator developed modules? The study group consisted of 50 students enrolled in two physical science classes during the 1982-83 academic year at Bear Grass School. The general method and instruments employed in this study were: Three modules relating energy and society issues were developed by this study investigator along with an Energy Attitude Instrument and three Energy Knowledge Instruments, one for each module. Students were pre-tested in February, 1983 for their attitudes toward energy and society issues. The instrument used was the Energy Attitude Instrument developed by the study investigator. Students were post-tested concerning their attitudes in May, 1983. They were pre-tested before each of the three Energy Modules were implemented and post-tested afterward. The instruments used were the three Energy Knowledge Instruments developed by the study investigator. The study group was exposed to a series of specialized activities designed to improve their attitudes and knowledge toward energy and society issues. Some of the techniques developed and implemented in the physical science classes were: 1. activity sheets designed to expose the students to energy and society issues relevant to their daily lives, such as energy reserves, alternate sources of energy, personal energy use and conservation, social and economic impact of energy development, land disruption, air and water quality, and radiation hazards; 2. "hands-on" activities designed to reinforce and extend classroom exposure to the energy and society issues; 3. group investigations and role-playing situations designed to allow students to make energy-related value decisions; use of audio-visual materials and games to supplement4. classroom discussion and activities. Two null hypotheses were tested in this study. Statistical analysis yielded the following results. 1. Using a percentage change comparison of the pre- and post-test responses, there were differences in the energy attitudes of physical science students after exposure to the three Energy Modules as measured by the Energy Attitude Instrument. 2. Using the t>test, there was a significant increase in the energy knowledge of the physical science students after exposure to the three Energy Modules as measured by the three Energy Knowledge Instruments. |
| General note | "Presented to the faculty of the Department of Science Education ... in partial fulfillment of the requirements for the degree Certificate of Advanced Studies." |
| General note | Advisor: Charles R. Coble |
| Dissertation note | C.A.S. East Carolina University 1984 |
| Bibliography note | Includes bibliographical references (leaves 79-82). |
| Genre/form | Academic theses. |
| Genre/form | Academic theses. |
| Genre/form | Thèses et écrits académiques. |
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