TY - JOUR
AU - Lazarowitz, Reuven
AB -  REUVEN LAZAROWITZ Department of Education in Technology and Science, Technion, Israel Institute of Technology, Haifa, Israel Cognitive abilities such as classification, identification, and concrete and abstract thinking were studied intensively in the psychological areas. These studies had a prominent effect on learning and instruction in the classroom (Schwebel & Raph, 1973). Siege1 and Olmstead (1970) mentioned that classificatory competence is a prerequisite “for a mastery of a subsequent educational experience such as the subject matter areas, science, problem solving and so forth.” It is interesting to recollect that the work of Inhelder & Piaget (1964) used biological contents t o study the cognitive ability of classification. They reported that two-thirds of 8-year-olds could answer questions related to pictures of flowers and only 1 1-1 2-year-old children could handle similar questions relating to pictures of animals. However, their original test was aimed at testing biological classification in young children. During the last two decades, studies investigated mostly the empirical dimensions of classification, but relatively little was directly related to biology instruction in the classroom. Those studies that investigated biology classification in the classroom (Ryman 1974a, 1974b, 1977) used them as measures of achievements after the subject had been taught. 
TI - Correlations of junior high school students' age, gender, and intelligence with ability in construct classification in biology
JF - Journal of Research in Science Teaching
DO - 10.1002/tea.3660180104
DA - 1981-01-01
UR - https://www.deepdyve.com/lp/wiley/correlations-of-junior-high-school-students-age-gender-and-G9mqruCgLr
SP - 15
EP - 22
VL - 18
IS - 1
DP - DeepDyve
ER -