Analysis of scientific thinking and attitudes changed by introductory physical science used as a high school physical science course.

Author

Paul Wentworth

Date of Award

4-1-1972

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Educational Administration and Supervision

Abstract

Introduction: “Most new curricula in science are written largely by scientists for the purpose of encouraging, stimulating, and challenging the science prone student.”1 To illustrate courses written by National Science Foundation (NSF) authors include Physical Science Study Committee (PSSC), Chemical Bond Approach (CBA), Chemical Education Materials Study (CHEM study), Engineering Concepts Curriculum Project (ECCP), and Project Physics were designed for average and above average high school juniors and seniors. Project Physics, written nearly ten years later than PSSC physics, was aimed at a larger fraction of the population. However, the only science course developed for the purpose of helping the below average junior and senior high school students was Ideas and Investigations in Science (IIS), which was written later than all the above studies.

Comments

A Research Project Presented to the Faculty of the Graduate School University of Nebraska at Omaha In Partial Fulfillment of the Requirements of the Degree of Education Specialist Copyright 1972 Paul Wentworth

Recommended Citation

Wentworth, Paul, "Analysis of scientific thinking and attitudes changed by introductory physical science used as a high school physical science course." (1972). Student Work. 3522.
https://digitalcommons.unomaha.edu/studentwork/3522