Thesis Title

The Relationship Between The Cognitive Development Levels Of Seventh Grade Students And Their Missouri Assessment Program Science Achievement Levels

Author

Linda Lacy

Date of Graduation

Summer 2001

Degree

Master of Science in Education in Secondary Education in Physics

Department

Physics, Astronomy and Materials Science

Committee Chair

Betty Bitner

Subject Categories

Science and Mathematics Education

Abstract

The relationship between the Piagetian cognitive development levels of seventh grade students and their achievement levels on a standards-based state science assessment (Missouri Assessment Program) was investigated and found to be significant (p < .01). The sample (N = 894) included students enrolled in fourteen school districts located in southwest Missouri. No significant differences (p > .05) according to gender in the reasoning levels as measured by the twelve-item, abbreviated Group Assessment of Logical Thinking (GALT) or between gender and science MAP achievement levels were determined. It is argued that student cognitive developmental levels must be considered and constructivist, inquiry approaches be employed in the development of science curriculum, teaching methodology, and assessments.

Copyright

© Linda Lacy

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Dissertation/Thesis

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