Several upper elementary teachers enrolled in a year-long staff development effort which included preparation of STS modules, teaching them, and assessing their success with students in five domains for goals and assessment. Twelve Lead Teachers for the program agreed to participate in a special controlled experiment where STS strategies were utilized with one section and traditional concept-organized strategies in another section. Results are presented and contrasted for students enrolled in an STS section and others in a non-STS section . Resultsshow no advantages for students in STS sections in terms of concept mastery. However, there are significant advantages for the STS approach in terms of students' gro wth in proce ss skill s, applications of science concepts and processes to new situations, creativity skills (inclUding quantity and quality of questions generated, causes suggested, and consequences predicted), and development of more positive attitudes (toward science classes, teachers, and careers). STS instruction results in dramatic improvement in attitude toward science for female students. Evidence is provided which illustrates the advantages for STS as an approach to learning science in the elementary school.
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