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Integrating pharmacology topics in high school biology and chemistry classes improves performance

Publication ,  Journal Article
Schwartz-Bloom, RD; Halpin, MJ
Published in: Journal of Research in Science Teaching
November 1, 2003

Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1-week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field-tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives.

Duke Scholars

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Published In

Journal of Research in Science Teaching

DOI

ISSN

0022-4308

Publication Date

November 1, 2003

Volume

40

Issue

9

Start / End Page

922 / 938

Related Subject Headings

  • Education
  • 3903 Education systems
  • 3901 Curriculum and pedagogy
  • 1303 Specialist Studies in Education
  • 1302 Curriculum and Pedagogy
 

Citation

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Schwartz-Bloom, R. D., & Halpin, M. J. (2003). Integrating pharmacology topics in high school biology and chemistry classes improves performance. Journal of Research in Science Teaching, 40(9), 922–938. https://doi.org/10.1002/tea.10116
Schwartz-Bloom, R. D., and M. J. Halpin. “Integrating pharmacology topics in high school biology and chemistry classes improves performance.” Journal of Research in Science Teaching 40, no. 9 (November 1, 2003): 922–38. https://doi.org/10.1002/tea.10116.
Schwartz-Bloom RD, Halpin MJ. Integrating pharmacology topics in high school biology and chemistry classes improves performance. Journal of Research in Science Teaching. 2003 Nov 1;40(9):922–38.
Schwartz-Bloom, R. D., and M. J. Halpin. “Integrating pharmacology topics in high school biology and chemistry classes improves performance.” Journal of Research in Science Teaching, vol. 40, no. 9, Nov. 2003, pp. 922–38. Scopus, doi:10.1002/tea.10116.
Schwartz-Bloom RD, Halpin MJ. Integrating pharmacology topics in high school biology and chemistry classes improves performance. Journal of Research in Science Teaching. 2003 Nov 1;40(9):922–938.
Journal cover image

Published In

Journal of Research in Science Teaching

DOI

ISSN

0022-4308

Publication Date

November 1, 2003

Volume

40

Issue

9

Start / End Page

922 / 938

Related Subject Headings

  • Education
  • 3903 Education systems
  • 3901 Curriculum and pedagogy
  • 1303 Specialist Studies in Education
  • 1302 Curriculum and Pedagogy