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Differential Effectiveness of Alternative Middle-School Science Sequences for Students of Different Ethnicities
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Long, Christopher S.; Fraser, Barry J.; Sinclair, Becky – Learning Environments Research, 2020
For a sample of 367 middle-school students in the USA, learning environment criteria were used to evaluate two alternative science curriculum sequences (generalised/integrated and topic-based) and to investigate the differential effectiveness of the alternative sequences for two different ethnic groups (Caucasian and Hispanic). The six scales used…
Descriptors: Middle School Students, Middle Schools, Science Curriculum, Sequential Learning
Comparison of Alternative Sequencing of Middle-School Science Curriculum: Classroom Learning Environment and Student Attitudes
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Long, Christopher; Fraser, Barry J. – Curriculum and Teaching, 2015
We evaluated the effectiveness of two alternative middle-school science curriculum sequences, namely, a general science model and a topic-specific model (i.e., physics, chemistry, etc.). We also investigated the differential effectiveness of the alternative sequences for two ethnic groups. The sample consisted of 367 grade 8 science students from…
Descriptors: Middle Schools, Science Curriculum, Student Attitudes, Classroom Environment
Developing Subscales for a Measure of Student Understanding of Science
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Fraser, Barry J. – Journal of Research in Science Teaching, 1978
Reports on the development and validation of a new junior high school version of the Test On Understanding Science (TOUS).
Descriptors: Aptitude, Educational Research, Elementary Secondary Education, Junior High Schools