An Experimental Study of the Placement of Classification Skills in the Science-A Process Approach Curriculum Employing Piaget's Theory of Cognitive Development.

Autor/inn/en	Johnson, Theodore M.; Alfke, Dorothy
Titel	An Experimental Study of the Placement of Classification Skills in the Science-A Process Approach Curriculum Employing Piaget's Theory of Cognitive Development.
Quelle	(1976), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classification; Cognitive Development; Curriculum; Educational Research; Elementary Education; Elementary School Science; Learning Theories; Science Course Improvement Projects; Science Education + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Curricula; Lehrplan; Rahmenplan; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Learning theory; Lerntheorie; Naturwissenschaftliche Bildung
Abstract	The purpose of this study was to investigate whether success in the Science - A Process Approach (SAPA) process of classification designed for primary grade children is contingent upon the children's developmental level as defined by Piaget's theory. The investigators sought to determine whether children who had reached the concrete operational stage of intellectual development are more likely to succeed on SAPA exercises requiring multi-classification ability than their primary classmates who are at the defined pre-operational level. Thirty children were assigned to either pre-operational or concrete operational on the basis of two diagnostic instruments and their mental ages were determined with another instrument. Matched pairs, one from each developmental state, were formed with each child having a mental age score within one standard error of one another. These matched pairs were assigned randomly to one of two teacher instructional groups and taught nine sequentially-arranged classification exercises as prescribed by SAPA. A two-factor analysis of variance with developmental level crossed with teachers was used to analyze the scores from the nine individually administered competency measures accompanying the SAPA classification exercises. The concrete operational group performed significantly better than the pre-operational group in three exercises requiring hierarchical classification and in four exercises requiring exhaustive sorting. (Author/MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC