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ERIC Number: ED350148
Record Type: RIE
Publication Date: 1991-Dec
Reference Count: 0
The Development and Testing of Measures To Assess Science Concept and Process Acquisition in First-, Second-, and Third-Grade Students.
Hastings, C. Nicholas; And Others
In the last few years, numerous reports have pointed to the overall lower achievement of American students in science, particularly in the physical sciences, when compared to American students of the last two decades and to students from other countries. While there is reason to believe that American elementary school children are taught less science than are children in other countries, there is also reason to believe that the tests used to measure American children's knowledge of science concepts and processes are inadequate. As part of a longitudinal study of concept acquisition, the study examined existing measures of science concept acquisition and found them unsatisfactory and developed their own battery of tests. In this report, the battery of tests developed for use in grades one, two, and three is described and the results of the administration of these tests, along with findings from the administration of norm-referenced tests to comparable groups of students (n=650) in three midwestern districts participating in the longitudinal study are presented. Results of descriptive, correlational, and factor analysis show that while these measures correlate highly with norm-referenced measures of verbal ability and science knowledge, they load strongly together on a separate factor. (Contains 20 references.) (Author/PR)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: Center for the Study of Reading, Urbana, IL.