A National Study of Science Curriculum Effectiveness With High Ability Students
A National Study of Science Curriculum Effectiveness With High Ability Students
复制标题
全国高能力学生科学课程有效性研究
DOI：
10.1177/001698629804200404
复制
发表时间：
1998
影响因子：
3.1
通讯作者：
L. Avery
中科院分区：
文献类型：
--
作者：
J. Vantassel;G. Bass;R. Ries;Donna Poland;L. Avery
本研究评估了学生在接受20-36小时的科学单元教学后，在综合科学过程技能方面的成长。原型单元，酸，酸无处不在，在七个州的15个学区实施。虽然通过联邦资助的项目为高能力学习者开发了七个科学单元，但这里报告的学生成果只来自Acid，Acid Everywhere，最广泛复制的单元。所有单元都是基于综合课程模式（ICM）开发的天才学习者专门的;该模型强调先进的内容，高层次的过程和产品，以及概念维度。结果表明，小，但显着的，收益为学生在综合科学过程中的技能相比，同样能够学生不使用的单位。实施数据反映了教师对单元的满意度，特别是在学生的兴趣和动机方面。这门课程的有效性，旨在与新的科学标准，并适合资优学生，借贷信誉的论点，使用新的内容标准作为基础的课程开发工作与资优学习者。
This study assessed student growth on integrated science process skills after being taught a 20-36 hour science unit. The prototypical unit, Acid, Acid Everywhere, was implemented in 15 school districts across seven states. Although seven science units for high ability learners have been developed through a federally funded project, the student outcome results only from Acid, Acid Everywhere, the most widely replicated unit, are reported here. All units were based on the Integrated Curriculum Model (ICM) developed specifically for gifted learners; the model stresses advanced content, high level process and product, and a concept dimension. Results indicate small, but significant, gains for students in integrated science process skills when compared to equally able students not using the units. Implementation data reflected satisfaction of teachers with the units, especially in terms of student interest and motivation. The effectiveness of this curriculum, designed to align with the new science standards and to be appropriate for gifted students, lends credibility to the argument for using the new content standards as a basis for curriculum development efforts with gifted learners.