An assessment of a pilot program of the Applied Biology/Chemistry curriculum.

摘要

Scope and method of study. The purpose of this study was to assess a pilot program of the Applied Biology/Chemistry curriculum taught using the cooperative learning method as compared to the traditional biology curriculum taught using more traditional teaching methods by means of scores of students on a standardized biology test and an attitude toward science survey. This study was conducted in the biology classes at Thomas High School, Thomas, Oklahoma. Student's test scores on the National Association of Biology Teachers/National Science Teachers Association Biology Test were compared between the Applied Biology/Chemistry students and the traditional biology students. There were 36 ninth and tenth grade students involved in the first phase. During the second phase 30 tenth and eleventh grade students were involved. All of the second phase students were given the Scientific Attitude Inventory and the scores compared between the Applied Biology/Chemistry students and traditional biology students.; Findings and conclusions. Based on the findings of this comparative research effort it was concluded: (1) Since there were significant differences between the pre- and post-test scores for both the ABC students and the traditional students during the first year and over the two year span of the testing, it is concluded both groups of students made significant biology knowledge gain regardless of the curriculum and teaching methods. (2) As no significant differences were found between the test scores for the ABC versus the traditional students at the end of the first year, at the end of the second year and combining the two years, it is concluded that the use of applied versus traditional curriculum had no effect either positively or negatively on the learning of Biology I and Biology II students. (3) Since there were no significant differences noted between attitude toward science scores for the two groups of students at the beginning or end of year two, it was determined that the use of applied versus traditional curriculum had no effect on the attitude toward science of these biology students.