Learning “Microorganisms”: Science Content, Pedagogical Methods and Students’ Affective Domain

Abstract

The learning unit “Microorganisms” developed by Khalil 2003, for 9th grade students, based on the Science, Technology, Environment, Peace and Society, (STEPS) approach is depicted and its impact on students’ attitudes toward environment and peace was investigated in Arab schools in Israel. It was hypothesized that learning the microorganisms topic, by the methods of instruction and learning used in this study would enrich the learning material of Arab middle schools, and enhance students’ interest in science, technology and awareness toward environmental preservation and peace. The approach of integration of science, technology and societal subjects can determine the impact of this curriculum on the affective domain without neglecting the scientific aspect, and may affect educational values, toward the environment, and peaceful relations among neighbors. The learning unit contained 15 chapters (learning tasks), on microorganisms’ role in nature, science research, food industry, health, and was taught in individual and cooperative learning settings, using a variety of instruction/learning methods in the classroom, laboratory and field trips. The results have shown significant improvement on students’ attitudes toward environment and peace. The outcomes indicate that the unit and the learning/instruction modes used, may serve as a method to improve students’ attitudes on the affective domain.