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• W952158562 abstract "The Australian Science Education Project (ASEP) was the firstnational curriculum project to exist in Australia, and was sponsoredjointly by the Commonwealth government and the six State governments.The initial funding was $1.2 million for a period of 44 years, andthe charter of the project was to develop instructional materials inscience for grades 7 to 10 in secondary schools throughout Australia.At the beginning of 1974 the materials developed by the projectwere available for inclusion in the science curriculum of Tasmanianschools. This study examines the influence of the inclusion ofASEP materials on some cognitive outcomes, for the science curriculumof grade 7 classes in Tasmanian schools.The cognitive outcomes chosen are considered to be importantby experts in science education. Three outcomes selected were containedin the Test of Understanding Science (TOUS) and are named 'philosophical','historic-social', and 'normality of scientists'. In addition fouroutcomes were selected from the Test of Enquiry Skills (TOES) and arenamed 'library usage', 'scales', 'charts and tables' and 'comprehensionof science reading'.Other student variables chosen for investigation were the students'sex, their socio-economic status and the type of school they attended. All secondary schools in Tasmania were invited to participateand the response rate was 57%. The final sample contained 2373 students.Following a pre and post-test of both TOUS and TOES, the datawas interpreted by means of a multiple regression model which used afull regression analysis for each of the seven scales. By this method,the amount of variance in each of the seven post-tests, due to eachof the main effect variables (curriculum, sex, socio-economic statusand school type) was estimated over and above that due to the pretestand the other main effect variables. In addition, two way interactionsbetween the independent variables and their relations to the learningoutcomes were investigated. The test data were analyzed using thecomputer program Statistical Package for the Social Sciences (SPSS),sub-program Anova which provides a choice of multiple regression methods.The .01 level of significance was chosen. The precise reasonfor the selection of this level of significance is provided in thethesis.Only one significant effect for curriculum emerged. This wason the 'comprehension of science reading' scale where the non-ASEPgroup performed better than the ASEP group.There was a significant difference in the performance of the sexesin that girls scored significantly better than boys on six of theseven scales. For socio-economic status the only significant difference toemerge was on the 'library usage' scale where the higher socioeconomicgroup performed better than the middle and low socio-economicgroups.There was a significant difference in the performance of thedifferent school types on all seven scales.with students fromdistrict schools scoring significantly below students from independentor high schools.Significant two way interactions were observed betweencurriculum and school type on the 'charts and tables' and 'comprehensionof science reading' scale. In particular the students of districtschools performed better when ASEP materials were included in thecurriculum. Another significant two way interaction between sex andschool type emerged on the 'philosophical' scale. In particularon this scale the performance of girls was comparable, irrespectiveof whether they attended high school or independent school. Howeverthe boys from independent schools were superior to the boys from highschools." @default.
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• W952158562 date "1979-01-01" @default.
• W952158562 modified "2023-09-23" @default.
• W952158562 title "The impact of the inclusion of ASEP materials on some cognitive outcomes in Tasmanian schools." @default.
• W952158562 hasPublicationYear "1979" @default.
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