Catalogus

Zoeken

Zoeken kan via de modus 'eenvoudig zoeken' (één veld) of uitgebreid via 'geavanceerd zoeken' (meerdere velden). Zo kan je bv. zoeken op een combinatie van een auteursnaam (auteur), een jaartal (jaar) en een documenttype.

Boekenmand

Nuttige resultaten kan je aanvinken en toevoegen aan een mandje. De inhoud hiervan kan je exporteren of afdrukken (naar bv. PDF).

RSS

Op de hoogte blijven van nieuw toegevoegde publicaties binnen uw interessegebied? Dit kan door een RSS-feed (?) te maken van jouw zoekopdracht.

log in

Publicaties | Kaarten

nieuwe zoekopdracht

[ meld een fout in dit record ]

mandje (0): toevoegen | toon

---

High School Marine Science and Scientific Literacy: The promise of an integrated science course Lambert, J. (2006). High School Marine Science and Scientific Literacy: The promise of an integrated science course. Int. J. Sci. Educ. 28(6): 633-654. http://dx.doi.org/10.1080/09500690500339795 In: International Journal of Science Education. Taylor and Francis: Abingdon. ISSN 0950-0693; e-ISSN 2154-8463

---

Beschikbaar in	Auteur
VLIZ: Non-open access 258974 [ aanvragen ]

---

Trefwoord

Marien/Kust

---

Auteur		Top
Lambert, J.

---

Abstract

This descriptive study provides a comparison of existing high school marine science curricula and instructional practices used by nine teachers across seven schools districts in Florida and their students’ level of scientific literacy, as defined by the national science standards and benchmarks. To measure understandings of science concepts and Science–Technology–Society-related issues, students were assessed at the beginning and end of their course using three instruments developed by the researcher. Paired-sample t tests revealed a significant improvement (p < .001, t = 4.42, n = 399, Cohen’s d = 0.22) from 39.5% on the pre science assessment to 42.9% on the post science assessment. Students of teachers who integrated biological, chemical, geological, and physical characteristics of the oceans performed higher on the content assessment than other students. Based on a Likert scale survey, students’ understandings of Science–Technology–Society-related issues did not significantly change, although post-instruction qualitative responses were reflective of the national science standards and benchmarks. Results indicate that marine science can be used as a model for teaching integrated science if curricula and instructional practices are aligned to national standards.

---

Alle informatie in het Integrated Marine Information System (IMIS) valt onder het VLIZ Privacy beleid

Top | Auteur