Effects of Coordinated Environmental Studies in Social Studies and Science on Student Attitudes toward Growth and Pollution

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Abstract
This study used a pretest-posttest control group experimental design to assess student environmental attitude changes after study of special social studies and science modules. Two coordinated sets of modules were developed and used with a sample of ninth and tenth grade students. These were used individually and in combination to detect post-treatment attitude differences toward population growth and pollution among the treatment groups in each grade. Coordinated instruction in both social studies and science classes produced significantly higher mean scores on cognitive and affective measures when compared with single treatment and control groups.

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