Self-Perceptions in Science,Cognitive Development,and Teaching Strategy

This research explores relationships which exist between self-perception in science and cognitive development under two quantitatively different teaching strategies. These strategies, stressing the use or non-use of directions, praise, and rejection were used in five different elementary grades for one year. Student self-perception in science was found to vary by grade level, regardless of teaching strategy, with grades one and two tending to be more dependent than higher grades. Shifts from an independent to a dependent self-perception during the treatment period were found only in the more directive strategy. Students in a less directive strategy tended to become more independent or not to change self-perceptions at all. Cognitively, nonconservers were more likely to have a dependent perception of themselves in science than conservers. While self-perception in science seems to be closely related to maturation in the lower grades, a less directive teaching strategy appears to provide a more positive environment for developing an independent self-perception in science.