The effect of a future-oriented unit on student cognitive achievement and attitude toward science

Abstract

The purpose of this study was to determine: (1) whether there was a difference in scientific knowledge attained between students taught using a future-oriented energy unit and those taught using a standard energy unit; and (2) if there was a change in attitude toward science as a result of using a future-oriented energy unit as compared to a standard energy unit. The sample for this study consisted of two hundred eighty randomly selected and randomly assigned ninth-grade physical science students from a single suburban high school in southeast Texas. These students participated in the activities of one of the three treatment groups: (1) the future-oriented energy unit, Decision Making in Resource Acquisition and Use. (Treatment group, N = 100); (2) the standard energy unit, Energy and Its Uses. (Active Control group, N = 87); or (3) no treatment of energy, (Passive Control group, N = 93). Three teachers with five classes each conducted the treatment over a period of fifteen days. Pretests and posttests were administered to all groups. The tests were an investigator constructed Cognitive Achievement Instrument of twenty items with four possible responses. The Semantic Differential Instrument consisted of six subtests of attitude toward science. Each of these six subtests utilized twelve bipolar adjective pairs placed on a seven point continuum. The subtests were: (1) Energy Technology; (2) Applications of Energy Research to Cultural Development; (3) Social Consequences of Energy Research; (4) The Concept of Energy; (5) Nature of Energy Research; and (6) Conservation of Energy Resources for the Future..