|Ph.D Student||Khalil Mahmood|
|Subject||Cognitive and Affective Evaluation of a STS (Science,|
Technology, Society) Learning Unit on
Microorganisms for 9th Grade
|Department||Department of Education in Science and Technology||Supervisor||Professor Emeritus Reuven Lazarowitz|
The basis for this research was a study unit on microorganisms for 9th grade, which was written in the Science-Technology-Environment-Society approach (STES). The learning unit contains 15 chapters, which are presented in individual and cooperative learning tasks, using a variety of teaching/learning methods with an emphasis on the interdisciplinary approach.
The aim of the research was to examine the impact of the STES microorganisms learning unit on 9th graders in the Arab sector and on cognitive and affective levels, expressed in cognitive and meta-cognitive knowledge, motivation and attitudes toward environment and peace.
The importance of this research lies in its findings which show, that teaching the topic microorganisms in a STES approach would enrich the learning materials of high-schools in the Arab sector, thus contributing to scientific literacy, growing interest in studying science and education toward involvement and interest in matters of the environment and peace. All these are combined with the affinity to develop and transfer high order cognitive skills, including judgment and evaluation of values. The above mentioned aspects, cognitive as well as affective, require improvement and nurturing in the Arab sector.
The innovation of this research lies in the evaluation of the societal issues, such as environment and peace, integrated with the scientific subjects. The research was carried out with students in Arab schools in the north part of the country.
The sample included 91 students in two regular heterogeneous classes in two villages B and A, and one class of gifted students.
This research combines the quantitative and the qualitative approaches: a. Analysis of the portfolio written by the students (early-late); b. Semi built-in interviews (pre-post); c. Observations (pre-early-late); d. Closed questionnaires on motivation (pre-during-post); e. Closed questionnaires on attitudes toward environment and peace (pre-post).
The main findings show significant improvement of cognitive and meta-cognitive knowledge, motivation, and attitudes toward environment and peace. This research can therefore serve as a model for other schools, including the Jewish sector. The model can be used in other topics and serve as an example for future studies by sectors and contexts.