American Educational Research Journal · 1991 · 77 citations · 0 references
EducationInstructionScience EducationCognitive DevelopmentScience AssessmentScience InstructionConcept DevelopmentConcept FormationConcept MappingConceptual ChangeConceptual Understanding AssessmentKnowledge ProgressionCognitive ChangesConcept Map AssessmentConcept Map ScoringConceptual Change AnalysisDevelopmental Cognitive TrajectoriesEarly Science LearningInterview TranscriptsScientific Concept Learning
Audio‑tutorial science lessons were delivered to 191 first‑ and second‑grade children, with periodic interviews tracking concept development through grade 12, while a comparable uninstructed group of 48 children was similarly followed. Instructed students consistently demonstrated more valid science concepts and fewer misconceptions than uninstructed peers at grades 2, 7, 10, and 12, and concept‑map scoring confirmed these advantages, underscoring the enduring benefit of early science instruction.
Audio-tutorial science lessons were provided to 191 first and second grade children (instructed), and interviews were conducted periodically to assess changes in science concept under standing from grades one through twelve. A similar sample (n = 48) not receiving audio-tutorial lessons in grades one and two (uninstructed) was also interviewed periodically from grades one through twelve. Instructed students showed substantially more valid concept understandings and fewer invalid concepts (misconceptions) than uninstructed students in grades two, seven, ten, and twelve. Concept maps prepared from interview transcripts showed wide variation in knowledge for both groups, and concept maps scored using a scoring algorithm also showed significant differences favoring instructed students. The data show the lasting impact of early instruction in science and the value of concept maps as a representational tool for cognitive developmental changes.