ON THE COGNITIVE DEVELOPMENT OF STUDENTS IN THE SCIENCE REASONING TASKS-THE JUDGMENT OF THE COGNITIVE LEVEL BY THE USE OF THE LEVER TASK

Abstract

By the use of the lever task as a SRT developed by the CSMS, a study was conducted in order to survey the distribution of the level of cognitive development of pupils in each grade of elementary and lower secondary schools in Japan, and major findings thereof are as follows: (1) A variation was found among pupils in each grade as regards the level of development. However, 6th graders in elementary schools and 1st and 2nd graders in lower secondary schools, (namely, those in 7th and 8th grades) showed a similar tendency of variation in terms of the four different levels of development, i.e., 3B, 3A, 2B and 2A ratings in he task. Therefore, it seems difficult for a Science teacher to make all pupils understand the task in teaching in an ordinary class; accordingly, individualized instruction or some other measure that meets the difference in individual ability is needed. (2) In comparing the difference between Japan and the U.K. in terms of the level of development of the same age groups, more pupils who are at the stage of formal operations at the level of development are found in Japan than in the U.K. the result might derive from the difference of the education systems or might be heavily concerned in the different structures of Science or Mathematics in both countries. (3) Several problems of mismatch could be pointed out between the level of development achieved by pupils in each grade and the current Science curriculum of Japanese lower secondary school. (4) By the use of the SRTs, distribution of the level of development among pupils in a particular grade or class is relatively easily obtained; therefore, the SRTs would be a useful help for a Science teacher when he designs a teaching plan of Science.