Author： Eilam Billie Yarden Anat
Publisher： James Nicholas Publishers
ISSN： 0726-416X
Source： Curriculum and Teaching, Vol.22, Iss.2, 2007-01, pp. : 5-27
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Abstract
Ninth graders (N = 254) were investigated for knowledge organisation and flexibility and for classification ability, following three years of learning the newly implemented, unified “science and technology” syllabus in junior high schools. A classification-reclassification task (students- elicited criteria) was designed to directly reflect students’ usage of concepts and skills application. Concepts were derived from the unified curriculum and from everyday experiences. Analysis revealed deficiencies in knowledge of the classification operations, tendency to retrieve acquired knowledge as teacher-organised rather than as adapted student- organised, usage of everyday categories alongside taxonomic ones and formed classification products via over-extension as well as underextension of categories.
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