The effects of three levels of STS instruction and traditional life science instruction on the overt citizenship behavior of seventh-grade students

The purpose of this study was to determine the effects of employing an STS instructional model which addresses each of the four goal levels of STS education with seventh grade students, versus an instructional model containing only life science content, on the following variables: (a) participation in citizenship action on STS issues, (b) STS content achievement, and (c) life science content achievement. A modified version of the non-equivalent control group quasi-experimental research design was used with seventeen intact seventh grade life science classes, ten of which received STS instruction (n = 263) and seven of which received life science instruction (n = 136). Twenty class periods of STS instruction were delivered by the students' regular science teacher beginning with Goal Level I and continuing sequentially through Goal Level IV. During the same 20 days, seven classes (control groups) received life science content instruction.; Data were collected on six dependent variables using two instruments. Four dependent variables reflected student participation in citizenship actions as measured in the Actions Taken on Public Issues (ATPI) test. The STS and life science content achievement were measured by the Questions About Science and Technology (QAST) test. Both tests were accepted as content valid by a panel of judges and the reliability of each instrument was established. A repeated measures ANOVA was employed to analyze the data collected.; From the ATPI instrument, a repeated measures ANOVA revealed an interaction (p {dollar}<{dollar}.01) on the Actions and Total Actions subscales (pre- to posttest) favoring the STS group, but not on the Non-Action and Ratio subscales. From the QAST instrument, a repeated measures ANOVA revealed an interaction (p {dollar}<{dollar}.01) on the STS and life science content achievement subscales (pre- to posttest). The STS group scored significantly higher (p {dollar}<{dollar}.01) than the life science group on the STS content achievement subscale, but not on the life science content achievement subscale.; The researcher concluded that the employment of an STS instructional model which addressed the four goal levels of STS education significantly increased seventh grade students' participation in citizenship actions on STS issues, and STS content achievement, but may have restricted their life science content achievement. Implications and recommendations were provided.