Despite many years of policy towards a coherent curriculum, students in secondary education in the early 21st century are not capable to see relations between different science courses. Therefore, the Freudenthal Institute for Science and Mathematics Education developed examples of coherent education, called the SaLVO project. This report investigates quantitatively whether the SaLVO modules have an effect on students’ perception of science, by using a quasi-experimental, non-equivalent control group design. Based on a newly designed conceptual model, a sample of 451 high-school students in 8th and 9th grade were asked to fill out a questionnaire about five educational concepts: ‘self-efficacy towards science’, ‘enjoyment of science’, ‘career interest in science’, ‘relevance of mathematics for science’ and ‘deep processing strategies’. The survey results show no significant differences between students who were taught with the SaLVO modules (treatment group) and those who were not (control group). Additionally, no significant differences were found between measurement before and after the treatment. In an analysis based on combined treatment and control groups, significant relationships were found for four of the six expected relationships between the concepts. The conceptual model of this research is therefore a good framework for longitudinal research to measure the effects of coherent education of the SaLVO project
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