Chinese Journal of Science Education

Abstract

The purpose of this study was to develop an Earth System-Earth Resources integrated Instructional Module (ESERIM) and examine the effects of the ESERIM on 11th graders' science learning. Instruments included the Earth System-Earth Resources T est (ESERT), Attitudes Toward Environment Inventory (ATEI), and the Earth System-Earth Resources Questionnaire (ESERQ) including two subscales: Perceptions toward Instructional Module (PIM) and Perceptions toward Environment (PE). A one group pretest-post test experimental design was used. Participants included 119 11th grade students enrolled in an optional earth-science course at a national senior high school located in the eastern region of Taiwan. The results revealed that; (1) the ESERIM significantly improved student achievement on the ESERT; (2) the achievement on the ESERT tended to be influenced by students' gender, SES, and their favorite subjects; (3) there was a decrease in the attitudes of students after instruction, as measured by the ATEI, w ith the scores possibly affected by students' gender; (4) there were significantly moderate correlations between students' attitudes toward environment and their perceptions toward the ESERIM; (5) positive responses of students, such as "I learned how to approach the issues of environmental pollution from different perspectives" and "I was aware of the dilemma between economic development and environmental preservation", were strongly aligned with the design and objectives of the ESERIM; and (6) a few stu dents' attitudes toward the ESERIM demonstrated a degree of frustration, such as partially repetition of the "Interviewing Gas Station' activity. These findings suggest that implementing the Earth System theme has the potential to serve as a model for fut ure development of integrated curriculum and instruction.

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