Relevance. Pharmacology in the high-school classroom.
Relevance. Pharmacology in the high-school classroom.
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关联。
DOI：
10.1126/science.1146811
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
Schwartz-Bloom,RochelleD
中科院分区：
文献类型：
--
作者：
Kwiek,NicoleC;Halpin,MyraJ;Reiter,JeromeP;Hoeffler,LeanneA;Schwartz-Bloom,RochelleD
During the field-testing year, 47 of the 95 teachers used the modules in their classes. Then, all 95 teachers administered the same test (unannounced) to their students. Although the control data were derived from different students than those who used the modules, the demographic profiles were the same. A total of 7210 students provided data for the study. Student achievement demonstrated a dose-response relation: As the number of modules experienced increased, the students’ performance increased (see figure, right). We used a logistic regression model to adjust for differences in students’ demographic characteristics (gender, race/ethnicity, course type, and level) with the use of random effects to control for teacher effects (9, 10)(SOM). For both basic and advanced knowledge questions, the logistic regression indicates that the probability of students answering any question correctly increases significantly as teachers use more modules (SOM). Students exposed to all six different modules are more likely than students with zero exposure to answer a basic knowledge question correctly. This corresponds to about a 16–percentage point increase (compared with zero modules) in the chance of a white female in Biology One (the baseline, SOM) answering correctly. When our analysis includes only the students from the 65 teachers who served as their own controls, the modules still have significant positive effects, providing assurance that the module effects are not likely confounded by teacher and student effects (eg, only the best teachers used the modules).Relevance, Repetition, Integration The PEP topics such as drugs of abuse and chemical warfare carry personal, societal, and global relevance, which may have supported the successful outcome of this educational intervention. Similar attention to the students’ interests may improve effectiveness of science education reform initiatives in other disciplines as well. Alternatively,
