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A Comparative Analysis of Science-Technology-Society Standards in Elementary, Middle, and High School Science Curriculum Frameworks

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  • Additional Information
    • Contributors:
      Tobias, Karen Marie (author); Kumar, David D. (Thesis advisor); Florida Atlantic University (Degree grantor)
    • Publication Information:
      Florida Atlantic University
    • Collection:
      FAU Digital Collections (Florida Atlantic University Digital Library)
    • Abstract:
      An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating ScienceTechnology- Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research s)lows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: H01: There is no significant difference in the degree of compliance to ScienceTechnology- Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. H02: There is no significant difference in the degree of compliance to ScienceTechnology- Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each individual criterion across the elementary, middle, ...
    • File Description:
      122 p.; application/pdf; Electronic Thesis or Dissertation
    • Relation:
      FA00000714; http://purl.flvc.org/fau/fd/FA00000714
    • Online Access:
      http://purl.flvc.org/fau/fd/FA00000714
      https://fau.digital.flvc.org/islandora/object/fau%3A33998/datastream/TN/view/A%20Comparative%20Analysis%20of%20Science-Technology-Society%20Standards%20in%20Elementary,%20Middle,%20and%20High%20School%20Science%20Curriculum%20Frameworks.jpg
    • Rights:
      All rights reserved by the source institution ; Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. ; http://rightsstatements.org/vocab/InC/1.0/
    • Accession Number:
      edsbas.AE74977D