Life-science concept development among beginning kindergarten children from three different community settings
Article first published online: 18 AUG 2006
Copyright © 1973 Wiley Periodicals, Inc., A Wiley Company
Journal of Research in Science Teaching
Volume 10, Issue 1, pages 39–50, March 1973
How to Cite
Riechard, D. E. (1973), Life-science concept development among beginning kindergarten children from three different community settings. J. Res. Sci. Teach., 10: 39–50. doi: 10.1002/tea.3660100106
- Issue published online: 18 AUG 2006
- Article first published online: 18 AUG 2006
Two basic questions were investigated. (1) Do beginning kindergarten children from three different community settings (inner-urban, outer-urban, and rural-farm) vary significantly in performance on a Life-Science Concept Acquisition Test (L-SCAT)? (2) What independent variables are the most useful predictors of performance on the L-SCAT?
The L-SCAT was developed by the investigator. It was administered to seventeen subjects from each of the three community settings (N = 51).
Among the results were the following: (1) there were significant differences (p < .05) among the scores made by the subjects; (2) a major source of significance was between outer-urban and inner-urban subjects' mean scores; (3) when all physical, mental, and sociocultural variables were used as predictors, a subject's I.Q. and his chronological age were the most useful predictors of L-SCAT performance; and (4) when sociocultural variables alone were used as predictors, the number of years education of a subject's mother was the most useful predictor of L-SCAT performance.