After standardized testing of high-ability science students who were participants in a National Science Foundation Summer Science Institute, there is evidence to indicate that their understanding of science intangibles is dependent upon the section of the program in which they were enrolled. The participants in the mathematics and biochemistry sections demonstrated significantly better understanding of science.
Iowa Science Teachers' Journal
© Copyright 1969 by the Iowa Academy of Science
Isserstedt, Glenn A.
"An Analysis of Student Outcomes in an NSF Summer Institute for High-Ability Science Students,"
Iowa Science Teachers Journal: Vol. 6
, Article 7.
Available at: https://scholarworks.uni.edu/istj/vol6/iss3/7