TY - JOUR
AU - Pella, Milton O.
AB -  VICTORY. BILLEH ’’ Ministry of Education, Amman, Jordan AND MILTON PELLA 0. University of Wisconsin, Madison, Wisconsin53706 Introduction Discussions related to how children attain science concepts often refer to the theory of Jean Piaget in which the characteristics of children’s thinking are described in age-related stages. One of the important parts of this theory of cognitive growth is t h a t concepts are acquired in a hierarchial order, i.e., a complex concept is produced by coordinating successive perceptions and basic concepts. Smedslund, however, expresses the view that a complex concept consisting of many parts may be comprehended before a concept that consists of only one part providing the complex concept fits the cognitive level of the child and the simple concept does not (Raven *) . The concern of researchers with the factors that affect the acquisition of science concepts by children is reflected in several studies. Pella has pointed out that one of the problems in science education is concerned with the relationship of the concepts taught to the level of pupil maturity. Many research studies indicate that the experience and the level of maturity of the learner should be considered * Presently at the American 
TI - Cultural bias in the attainment of concepts of the biological cell by elementary school children
JF - Journal of Research in Science Teaching
DO - 10.1002/tea.3660070202
DA - 1970-06-01
UR - https://www.deepdyve.com/lp/wiley/cultural-bias-in-the-attainment-of-concepts-of-the-biological-cell-by-jiRu4IXNw5
SP - 73
EP - 83
VL - 7
IS - 2
DP - DeepDyve
ER -