British Journal of Educational Psychology · 1963 · 22 citations · 0 references
EducationPsychologyScience EducationChild DevelopmentScience AssessmentSecondary Science EducationAge Effects In AcquisitionPediatric DevelopmentReasoning DevelopmentScience Achievement AssessmentValues In ScienceChild Intelligence AssessmentEarly Science LearningNature Of Science ConceptsScience Achievement Growth MeasurementScience Achievement ScoringScience Achievement TestingScience Achievement TestsScientific Knowledge Construction
S ummary . This paper describes the responses of children to twenty science questions and relates these responses to age and ability represented by scores on a verbal and non‐verbal test. A relationship is established for certain types of question between their facility values and the grades obtained by the children on the criteria. Rate of growth of scientific knowledge is found to be similar for boys and girls; boys and girls of 10 years of age show no significant differences in knowledge of science concepts but there is significant differentiation in secondary school children.