Students' Conceptual Understandings of Science After Participating in a High School Marine Science Course

This study analyzes responses to a researcher-developed science assessment given to students before and after their participation in a high school marine science course. While a paired-sample t test revealed a significant improvement (p < 0.001, t = 4.42, n = 399) on the post-instruction science content assessment, achievement gains were small based on Cohen's measure of effect size (d = .22) and varied among the nine teachers' classes. Student performance significantly improved for all groups of questions, with small gains for questions on the flow of matter and energy and the properties of water and less than small gains for questions about Earth's geologic history and interactions between the ocean and atmosphere. The results, based on improvement of students in two teachers' classes, indicate that marine science can be used as a successful model for teaching integrated science if curricula and instructional activities, assessments, and teacher education programs are aligned to the National Science Education Standards (NSES).