The effect of science teaching on the Trinidadian fifth grade child's concept of piagetian phisical causality

Abstract

A sample of 835 children from 37 schools was divided into experimental and control groups. The former received science instruction, the later language arts instruction. Test used were the Concept Assessment Kit—Conservation Forms A and B, the Metropolitan Achievement Test, Form C and two clinical interviews that assessed the child’s concept of living and floating. The experimental group scored significantly higher than the control group, girls scored significantly higher than boys for the concept of living, verbal ability scores and clinical interviews were highly correlated, and significant differences were found between the child’s stage of development and the concept of living. It is concluded that participation in selected science experiences tended to enhance the development of the concepts of living and floating, and that casual relationships of animism and dynamism could be taught to fifth-grade Trinidadian students.