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ERIC Number: ED091145
Record Type: Non-Journal
Publication Date: 1971
Pages: 97
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Principle of Conservation or Invariance and Its Relationship to Achievement in Science in the Junior High School.
Leon, Lionel Oscar
Three assumptions formed the basis for the study: that formal mental operations are expressed by the formation of concepts; that the psychological principle of conservation characterizes the final step in concept formation; and that the attainment of conservation enables the individual to perform the hypothetico-deductive reasoning required for the study of science. A sample of 182 junior high students were selected without regard to ability, race or sex. The STEP test in science and a test for conservation of quantity were administered. Data were analyzed using the Pearson product-moment correlation, the eta coefficient, and a chi square or median test. Results of the study indicate that a relationship exists between the measure of a student's ability to conserve quantity and a measure of his achievement in science. An apparent relationship exists between race, grade placement and ability to conserve. No such correlation was noted between sex and conservation. No significant correlational differences were found between students due to grade placement, race or sex. The results show that conservation may be an important factor for the learning of science. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-16,626, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A