Effects of an Integrated Science and Societal Implication Intervention on Promoting Adolescents' Positive Thinking and Emotional Perceptions in Learning Science

Zuway R. Hong, Huann Shyang Lin, Frances P. Lawrenz

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

The goal of this study was to test the effectiveness of integrating science and societal implication on adolescents' positive thinking and emotional perceptions about learning science. Twenty-five eighth-grade Taiwanese adolescents (9 boys and 16 girls) volunteered to participate in a 12-week intervention and formed the experimental group. Fifty-seven eighth-grade Taiwanese adolescents (30 boys and 27 girls) volunteered to participate in the assessments and were used as the comparison group. Additionally, 15 experimental students were recruited to be observed and interviewed. Paired t-tests, correlations, and analyses of covariance assessed the similarity and differences between groups. The findings were that the experimental group significantly outperformed its counterpart on positive thinking and emotional perceptions, and all participants' positive thinking scores were significantly related to their emotional perceptions about learning science. Recommendations for integrating science and societal implication for adolescents are provided.

Original languageEnglish (US)
Pages (from-to)329-352
Number of pages24
JournalInternational Journal of Science Education
Volume34
Issue number3
DOIs
StatePublished - Feb 1 2012

Keywords

  • Emotional perceptions
  • Integrating science and societal implication intervention
  • Junior high school students
  • Positive thinking
  • Taiwan

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