The Effects of a Cooperative Controversy, Presented as an STS Issue, on Achievement and Anxiety in Secondary Science.

Pedersen, Jon E.

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Peer reviewed

ERIC Number: EJ458182

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0036-6803

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The Effects of a Cooperative Controversy, Presented as an STS Issue, on Achievement and Anxiety in Secondary Science.

Pedersen, Jon E.

School Science and Mathematics, v92 n7 p374-80 Nov 1992

High-school chemistry students (n=96) were studied to compare the effects of two forms of instruction on science achievement and anxiety toward science: (1) cooperative controversy with science, technology, and society issues; and (2) individualized instruction. Analysis of variance indicated significant reduction in anxiety of students instructed by cooperative controversy. No differences were found on achievement. (22 references) (MDH)

Descriptors: Academic Achievement, Analysis of Variance, Anxiety, Conflict, Conflict Resolution, Controversial Issues (Course Content), Discussion (Teaching Technique), High Schools, Science and Society, Science Curriculum, Science Education, Science Instruction, Student Attitudes, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: State Trait Anxiety Inventory

Grant or Contract Numbers: N/A

Author Affiliations: N/A