A quantitative and qualitative analysis of the impact of high school marine science curricula and instructional strategies on science literacy of students.

摘要

The objective of this study was to describe the ways secondary level students became more scientifically knowledgeable and literate as they participated in naturally integrated marine science courses using a combined qualitative and quantitative research design. Students' attitudes toward science, technology, and society issues, views relative to marine science, and knowledge of general science concepts were assessed before and after taking a marine science course using three surveys developed by the researcher. Nine Florida secondary level teachers administered pre- and post-questionnaires to students to assess knowledge and attitudes. Paired-sample t tests revealed a significant difference (p < 0.001, t value = 4.42, n = 399) between pretest and posttest mean scores for secondary level students, indicating an increase in students' general scientific knowledge. Attitudes toward science, technology, and society issues did not significantly change, but were more reflective of the Standards and Benchmark based on qualitative data.;Qualitative data also was used to validate the questionnaires and explain the relationship between scientific literacy and key aspects of the instruction and curriculum through descriptive case profiles. Similarities and differences between the learning environments, including curriculum and instruction, were analyzed to provide insight and explanation of the findings. The ARCS Model, a model based on four necessary conditions---attention, relevance, confidence, and satisfaction---for a student to be motivated to learn was used as an organizing framework for this analysis. Students' open-ended responses reflected overall positive experiences in marine science courses, ones that will cause them to be more motivated to learn science and become responsible citizens in the state of Florida. The most prevalent reasons students gave for being satisfied with their marine science courses were: they learned more science than they previously had in other courses due to the integrated and coherent nature of marine science, they were interested in the subject of the oceans, and their teachers showed great enthusiasm and passion for teaching marine science.