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

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 pers...

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Bibliographic Details
Published in:Journal of elementary science education 2009, Vol.21 (2), p.15-24
Main Authors: Yager, Robert E., Choi, AeRan, Yager, Stuart O., Akcay, Hakan
Format: Article
Language:English
Subjects:
Chautauquas
Conventional Instruction
Cooperative Learning
Creativity
Education
Educational research
Effect Size
Elementary School Science
Grade 4
Grade 5
Grade 6
Grade levels
Pedagogy
Science and Society
Science education
Science Instruction
Science learning
Science Process Skills
Science Teachers
Scientific Concepts
Student Attitudes
Student diversity
Student Participation
Teacher Attitudes
Teachers
Teaching Methods
Textbooks
World Views
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Summary: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.
ISSN:1090-185X
2168-8753
DOI:10.1007/BF03173681