Feasibility of integration of selected aspects of (CBA) chemistry, (CHEMS) chemistry and (PSSC) Physics into a two year physical science sequence Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/c534fr23p

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  • The purpose of this study is to compare in selected outcomes the effectiveness of an integrated chemistry-physics course with chemistry and physics courses taught separately. Six classes, three of which studied an integrated course prepared from content of the CBA chemistry course and the PSSC physics course and three of which studied an integrated course developed from PSSC physics and CHEMS chemistry materials, constituted the treatment groups. Six PSSC physics classes, three CBA chemistry classes and three CHEMS chemistry classes constituted control groups. Treatment and control classes were compared in (1) gains in critical thinking; (2) subject matter achievement gains in chemistry and physics and (3) changes in attitudes towards science and the scientist. A pretest battery of tests and questionnaires was administered to all students in the Fall of 1963. A posttest battery consisting of identical or equivalent instruments was given in the Spring of 1964. Instruments used were the Otis Mental Ability Test Gamma: Form EM; a student questionnaire; a teacher questionnaire; the Watson Glaser Critical Thinking Appraisals, Form YM and ZM; a chemistry achievement examination and a physics achievement examination. Using classes as units data was analyzed using a paired t-test. The following conclusions were drawn from this study. 1. There is no significant difference in performance on a critical thinking criterion test between classes that study the integrated chemistry- physics courses and those classes that study separate chemistry courses. 2. There is no significant difference in performance on a critical thinking criterion test between classes that study the integrated chemistry-physics courses and those classes that study the separate physics course. 3. There is no significant difference in performance on an achievement criterion test between classes that study the integrated chemistry-physics courses and those classes that study separate chemistry courses. 4. There is no significant difference in performance on an achievement criterion test between classes that study the integrated chemistry-physics courses and those classes that study the separate physics course. 5. There is no significant difference in changes of attitudes toward science and the scientist between students who study integrated chemistry-physics courses and students who study separate chemistry courses. The fifth hypothesis was divided into fifteen sub-hypotheses based on selected attitude statements about science and the scientist. Appendix B. Of fifteen tests of sub-hypotheses with respect to changes of attitudes towards science among treatment and chemistry control classes, the null hypothesis was accepted for thirteen of them and rejected for two. One of these rejections favored the integrated classes, the other the chemistry control classes. 6. There is no significant difference in changes of attitudes towards science and the scientist between students who study integrated chemistry-physics courses and students who study a separate physics course. The sixth hypothesis was divided into fifteen sub-hypotheses based on selected attitude statements about science and the scientist. Appendix B. Of fifteen tests of sub-hypotheses with respect to changes of attitudes towards science among treatment and physics control classes, fourteen were accepted and one was rejected. The rejection favored the treatment classes.
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  • File scanned at 300 ppi using Capture Perfect 3.0 on a Canon DR-9050C in PDF format. CVista PdfCompressor 5.0 was used for pdf compression and textual OCR.
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