The Effects of STS Issue Investigation and Action Instruction versus Traditional Life Science Instruction on Seventh Grade Students' Citizenship Behaviors.

Wiesenmayer, Randall L.; Rubba, Peter A.

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Peer reviewed

ERIC Number: EJ591962

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1059-0145

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The Effects of STS Issue Investigation and Action Instruction versus Traditional Life Science Instruction on Seventh Grade Students' Citizenship Behaviors.

Wiesenmayer, Randall L.; Rubba, Peter A.

Journal of Science Education and Technology, v8 n2 p137-44 Jun 1999

Reports on a study of seventh-grade life science students who received Science-Technology-Society (STS) instruction in their life science classes (n=264) versus students who received only instruction in life science content (n=136). Finds that the model of STS instruction employed significantly increased students' participation in citizenship issues on STS issues. Contains 22 references. (Author/WRM)

Descriptors: Biological Sciences, Citizen Participation, Citizenship Education, Community Action, Community Involvement, Grade 7, Instructional Effectiveness, Middle Schools, Science and Society, Science Instruction, Social Responsibility

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A