The development and evaluation of physical science curriculum materials designed to improve student attitudes

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Abstract
Physical science curriculum materials designed to improve the attitudes of below‐average students were developed from guidelines which reflected the strengths and weaknesses of these students. The materials were administered to ninth and tenth grade students in three average‐low ability physical science classes. Students in these classes had I.Q. scores of less than 100, reading achievement below grade placement, and eighth grade science averages of C or below. A control group of three physical science classes was employed. A form of the Semantic Differential was administered as a pretest and posttest. The student who received the materials demonstrated significant improvement in attitudes toward science class and science laboratory.

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