Key points are not available for this paper at this time.
Abstract This is a report of the effects of a scientific literacy course on the skills, cognitive ability, and attitude of students in the first year of high school. Specifically, the research examines (1) whether it is possible to teach scientific skills, (2) whether a literacy curriculum affects attitude and cognitive ability, and (3) whether incoming student characteristics affect the development of attitude and cognitive abilities. Two hundred and fifty (126 male and 124 female) ninth grade students were enrolled in a specially designed literacy course which met for 3 hours and 20 minutes each week for 39 weeks. Students were pretested for logical, spatial, verbal, and mathematical ability, as well as for attitude toward self and science, and psychological type. The course was successful in teaching skills. In addition, there were significant increases in spatial, verbal, and quantitative ability. Increases in cognitive ability were predicted by logical ability, measurement skills, and academic self‐concept. Attitudes declined as a result of participation in the course. Self concept and mastery were related to cognitive variables and motivation, mastery, and control were related to psychological type.
Baker et al. (Wed,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: