Persistent Link:
http://hdl.handle.net/10150/282032
Title:
REDEFINITION AND VALIDATION OF SCIENCE EDUCATION CURRICULAR GOALS
Author:
Enz, Judith Elaine
Issue Date:
1981
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to redefine and validate science education curricular goals for grades K-12 in the 1980s. Goals were obtained through a survey of recent educational literature. The goals were then compiled into an instrument, Science Education Curricular Goals for Validation, which was mailed to 100 science educators for validation by ranking each of the goals on a 1-7 scale (with 1 being the least important and 7 being the most important). The science educators were randomly selected from the membership of the National Association for Research in Science Teaching, an organization dedicated to research in science education with a United States membership of 582 as of October 1980. The sample of 100 science educators represented 17% of the total United States membership. Medians and ranks for each of the 17 goals were calculated and the additional goals suggested by respondents, organized with minimal editing, were reported. The results of the study indicated that, although there was some agreement on the initial 17 goals in the instrument, there was also considerable disagreement as evidenced by the suggestions from respondents of 41 additional goals. The highest goal was one dealing with the processes, concepts, principles, and generalizations of sciences. The lowest ranked goal was one dealing with the integration of the humanities and the sciences. In the additional 41 goals suggested by respondents, there were several that were in direct opposition to those in the original 17 or to those additionally suggested by respondents. It was concluded that considerable further research is needed before a cohesive set of science education curricular goals can be established.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Science -- Study and teaching -- Curricula.; Education -- Aims and objectives.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Elementary Education
Degree Grantor:
University of Arizona
Advisor:
Brown, Edward D.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleREDEFINITION AND VALIDATION OF SCIENCE EDUCATION CURRICULAR GOALSen_US
dc.creatorEnz, Judith Elaineen_US
dc.contributor.authorEnz, Judith Elaineen_US
dc.date.issued1981en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to redefine and validate science education curricular goals for grades K-12 in the 1980s. Goals were obtained through a survey of recent educational literature. The goals were then compiled into an instrument, Science Education Curricular Goals for Validation, which was mailed to 100 science educators for validation by ranking each of the goals on a 1-7 scale (with 1 being the least important and 7 being the most important). The science educators were randomly selected from the membership of the National Association for Research in Science Teaching, an organization dedicated to research in science education with a United States membership of 582 as of October 1980. The sample of 100 science educators represented 17% of the total United States membership. Medians and ranks for each of the 17 goals were calculated and the additional goals suggested by respondents, organized with minimal editing, were reported. The results of the study indicated that, although there was some agreement on the initial 17 goals in the instrument, there was also considerable disagreement as evidenced by the suggestions from respondents of 41 additional goals. The highest goal was one dealing with the processes, concepts, principles, and generalizations of sciences. The lowest ranked goal was one dealing with the integration of the humanities and the sciences. In the additional 41 goals suggested by respondents, there were several that were in direct opposition to those in the original 17 or to those additionally suggested by respondents. It was concluded that considerable further research is needed before a cohesive set of science education curricular goals can be established.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectScience -- Study and teaching -- Curricula.en_US
dc.subjectEducation -- Aims and objectives.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBrown, Edward D.en_US
dc.identifier.proquest8201063en_US
dc.identifier.oclc8700114en_US
dc.identifier.bibrecord.b13910978en_US
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