Comparing Achievement of Inner-City High School Students in Traditional versus STS-Based Chemistry Courses

A study to determine if ChemCom, and STS-based science curriculum, could raise the chemistry achievement of students enrolled in an inner-city high school in an African-American neighborhood in a large midwestern city to a greater degree than could a traditional chemistry curriculum.

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Bibliographic Details
Published in:	Journal of chemical education Vol. 71; no. 6; p. 501
Main Authors:	Winthur, Austin A, Volk, Trudi L
Format:	Journal Article
Language:	English
Published:	Easton Division of Chemical Education 01-06-1994 American Chemical Society
Subjects:	Academic Achievement Adolescents African American Students African Americans Black people Black Students Career Education ChemCom Chemistry Control Groups Cooperative Learning Curricula Curriculum Evaluation Educational Change Educational Resources Futures (of Society) High School Students High Schools Inner City Minority Group Children Organic chemistry Reading achievement Reading comprehension Science and Society Science Course Improvement Projects Science Curriculum Science education Science Technology and Society Courses Scientific Literacy Secondary School Science Secondary school students Social research Students Teaching Methods Urban Education Urban Youth United States > US Chemical Education Research High School / Introductory Chemistry Minorities in Chemistry
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Description
Summary:	A study to determine if ChemCom, and STS-based science curriculum, could raise the chemistry achievement of students enrolled in an inner-city high school in an African-American neighborhood in a large midwestern city to a greater degree than could a traditional chemistry curriculum.
ISSN:	0021-9584 1938-1328
DOI:	10.1021/ed071p501