Student Effects of an Interdisciplinary Curriculum for Real Problem Solving: The 1974-75 USMES Evaluation. Summary of Final Report.

Shann, Mary H.; And Others

Notes FAQ Contact Us

Back to results

Download full text

ERIC Number: ED132184

Record Type: Non-Journal

Publication Date: 1975-Dec

Pages: 19

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

Student Effects of an Interdisciplinary Curriculum for Real Problem Solving: The 1974-75 USMES Evaluation. Summary of Final Report.

Shann, Mary H.; And Others

This document reports on the 1974-75 Unified Science and Mathematics for Elementary Schools (USMES) evaluation investigating the cognitive and affective responses of USMES students to this interdisciplinary, process curriculum. It includes the results of a pre-post control group design to assess the curriculum's effects on students' basic skill development, their attitude change, and their progress in complex problem solving. The results of interviews with USMES teachers and students, unstructured observations at field sites, and the field staffs' documentation of USMES usage are also included. (Author/RC)

Descriptors: Achievement Gains, Basic Skills, Curriculum Development, Curriculum Evaluation, Elementary Education, Interdisciplinary Approach, Mathematics Education, Problem Solving, Process Education, Program Attitudes, Science Education, Student Reaction

Publication Type: Reports - Research

Education Level: N/A

Audience: N/A

Language: N/A

Sponsor: National Science Foundation, Washington, DC.

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A