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首页> 外文期刊>International Journal of Science and Technology Education Research >Cognitive effects of curriculum model and school type on science learning: Implication for production of quality young scientists
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Cognitive effects of curriculum model and school type on science learning: Implication for production of quality young scientists

机译：课程模式和学校类型对科学学习的认知影响：对培养高质量年轻科学家的启示

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The study focused on determining the influence of curriculum models and school type variables on students’ cognitive learning outcome in science. Opinions vary as to variables that affect science learning outcomes among boys and girls. Research reports have also contradicted one another on the disparity that exists between the sexes in achievements in science and in participation in science occupations. This study is an attempt in establishing empirically the effect of these variables on science learning outcome as well as proffer possible remedies to poor science achievement among learners. Four null hypotheses were tested in the study. Two hundred and ten (210) SS2 science students in nine intact classes from three secondary schools (one from each senatorial zone) in Delta state, Nigeria were taught six concepts in biology using three curriculum models (Traditional Expository Approach (TEA), Hypothetico-Predictive Learning Cycle (HPLC) and Descriptive Learning cycle (DLC)) for ten weeks. The three sampled schools consist of one All-boy, one All-girl and one co-educational school respectively. A 3x3x2 factorial design was employed while data was collected using three instruments (Test of scientific reasoning skill, test of attitude towards science and test of achievement in science). The resulting data was subjected to Analysis of Variance ( 2-way ANOVA) with repeated measures as well as graphical display. ?Result showed that while outcome varied along test types, with attitude most favoured, there was no interaction with either school type or gender. However, HPLC proved more effective in improving students’ learning outcome across school types and gender. It was concluded that while all school types had the same effect on learning outcome of science students, there is need to employ adequate curriculum models that afford learners opportunity to learn science the way scientist do as well as provide adequate and conducive physical, social and psychological science learning environments for all school types and for both sexes.
机译：该研究的重点是确定课程模型和学校类型变量对学生科学认知能力的影响。关于影响男孩和女孩科学学习成果的变量，意见不一。关于科学成就和参与科学职业中的性别差异，研究报告也相互矛盾。这项研究是试图从经验上确定这些变量对科学学习成果的影响，并为学习者的科学成就差提供可能的补救措施。在研究中测试了四个无效假设。在尼日利亚三角州的三所中学（每个参议院地区各一所）的九个完整班级中的一百零二（210）名SS2理科学生使用三种课程模型（传统阐释方法（TEA），假说-预测学习周期（HPLC）和描述性学习周期（DLC）为十周。抽样调查的三所学校分别由一所男校，一所女校和一所男女混合学校组成。使用3x3x2析因设计，同时使用三种工具（科学推理能力测验，科学态度测验和科学成就测验）收集数据。所得数据经过重复测量和图形显示后进行方差分析（2-way ANOVA）。 ？结果表明，虽然测试结果随测试类型的不同而变化，但最倾向于态度，但与学校类型或性别均无交互作用。但是，事实证明，高效液相色谱法在提高学生在各种学校类型和性别方面的学习效果方面更为有效。结论是，尽管所有学校类型对理科学生的学习成果都有相同的影响，但需要采用适当的课程模型，使学习者有机会像科学家一样学习科学，并提供适当的，有益的身体，社会和心理方面的知识。适用于所有学校类型和性别的科学学习环境。

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