We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
A Twelve-Year Longitudinal Study of Science Concept Learning.
- Authors
Novak, Joseph D.; Musonda, Dismas
- Abstract
Audio-tutorial science lessons were provided to 191 first and second grade children (instructed), and interviews were conducted periodically to assess changes in science concept understanding from grades one through twelve. A similar sample (n = 48,) not receiving audio-tutorial lessons in grades one and two (uninstructed) was also interviewed periodically from grades one through twelve, instructed students showed substantially more valid concept understandings and fewer invalid concepts (misconceptions) than uninstructed students in grades two, seven, ten, and twelve. Concept maps prepared from interview transcripts showed wide variation in knowledge for both groups, and concept maps scored using a scoring algorithm also showed significant differences favoring instructed students. The data show the lasting impact of early instruction in science and the value of concept maps as a representational tool for cognitive developmental changes.
- Subjects
SCIENCE education; CONCEPT learning; PSYCHOLOGY of learning; LONGITUDINAL method; COGNITION; SECOND grade (Education); LEARNING; MAPS in education; EDUCATIONAL psychology
- Publication
American Educational Research Journal, 1991, Vol 28, Issue 1, p117
- ISSN
0002-8312
- Publication type
Article
- DOI
10.3102/00028312028001117