Development of Pupils' Classification Skills in Science Lessons: An Intervention of Computer Use

Abstract

This paper describes an investigation of 13- and 14-year-old pupils' classification skills when they analyze scientific data in science lessons. The study involved two matched experimental and control pairs of classes of pupils (n = 95) analyzing scientifically based data. The assessment instrument for investigating pupils' skills was the paper and pencil pre- and post-test. This instrument showed small differences between the pre- and post-tests, and also between the computer-using and noncomputer-using pupils. However, it revealed pupils' specific skills to classify and reclassify scientific data according to criteria of a single property, their tendency to prioritize discrete over continuous criteria, and also some differences between the more able and less able pupils of the same age. The less able pupils could only classify according to discrete criteria. The scientific context influenced pupils' classification skills.