Multi-level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues-based Instruction

This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi-level assessment design, student content knowledge gains were measured before and after implementation of a three-week unit on global warming (a prominent SSI...

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Bibliographic Details
Published in:International journal of science education 2010-05, Vol.32 (8), p.1017-1043
Main Authors: Klosterman, Michelle L., Sadler, Troy D.
Format: Article
Language:English
Subjects:
Achievement Gains
Assessment
Chemistry
Chemistry education
Climate
Context Effect
Curricula
Curriculum
Effects
Environmental Education
Global warming
Knowledge
Knowledge Level
Program Effectiveness
Science and Society
Science Curriculum
Science education
Science Instruction
Scores
Secondary School Science
Socioscientific issues
Student Evaluation
Students
Studies
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Summary:This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi-level assessment design, student content knowledge gains were measured before and after implementation of a three-week unit on global warming (a prominent SSI) that explored both the relevant science content and the controversy surrounding global warming. Measures of student content knowledge were made using a standards-aligned content knowledge exam (distal assessment) and a curriculum-aligned exam (proximal assessment). Data were collected from 108 students enrolled from two schools. Quantitative analysis of the distal assessment indicated that student post-test scores were statistically significantly different than their pre-test scores (F = 15.31, p
ISSN:0950-0693
1464-5289
DOI:10.1080/09500690902894512