With the intent oftransitioning a traditional secondary physical science course into a more Earth science focused course, the CalEP A Education and the Environment (EEl) Curriculum was substituted in place of an existing curriculum on ocean currents. For one week students were presented a complete unit covering California State Earth Science Standard 5.d regarding ocean currents. Student sections were separated into two groups, one using previous instructional materials and one using the EEl curriculum to determine if there was a significant difference in student achievement between the two curriculums.
The independent t-test between the two groups did not show a significant difference in student posttest scores when the EEl curriculum was used in substitution of the predecessor curriculum. An analysis of student work revealed some advantages to the substituted EEl curriculum in the quality of student responses and increased student engagement.
|Advisor:||Zwiep, Susan Gomez|
|Commitee:||Colburn, Alan, Kelty, Thomas|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 51/04M(E), Masters Abstracts International|
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