A STUDY ON THE EVALUATION OF SCIENCE CURRICULUM REFERRED TO THE LEARNER'S COGNITIVE SKILLS (PART 3)

Abstract

In this paper, the author has mainly analyzed the conditions of the matching of students' learning opportunities to their present ideas and development in science study. Result of this analysis, it has been clarified that optimal matching learning would only occur when the cognitive skills demanded by the tasks were available to the students. To make this theory into practice, it is necessary to identify the way how they learn the concepts using the logical operations in each developmental stage. The science concepts-cognitive skills taxonomy that has been proposed in this paper embodies this relationship. In applying this strategy to design the science curriculum, it will be possible to enhance the individuals' achievement on these concepts.