Abstract:
The purpose of the study was to look for a relationship between logical reasoning ability level and science achievement of seventh graders in Yeni Levent Lisesi and Şişli Terakki Lisesi. Fiftynine seventh graders in Yeni Levent Lisesi and 25 seventh graders in Şişli Terakki Lisesi participated in the study. Logical reasoning abilities of the students was assessed by an adapted and modified form of the Logical Reasoning Test (Burney, 1974), a paper and pencil test based on the Piagetion Cognitive Development Theory. Science achievement of the students was assessed by their fall term science grades of the academic year 1983-84. The Pearson product moment correlation technique was used in determining the relationship between the level of logical reasoning and science achievement, and the correlation coefficient was found to be 0.79. This result indicates that 62.41 percent of variation in science achievement could be explained by the Logical reasoning ability level of the students. When the students were classified into formal, concrete and transitional cattgories on the basis of their logical reasoning test scores, only seven percent was found to be functioning in the formal operational category, with a 40 percent in concrete operations and 53 percent in transition from concrete to formal operations. A scrutiny of the textbook used in science, however, showed that most of the topics and concepts covered in the seventh grade require the use of formal operations. The fact that most students do not cnssess the operations of formal period reflects a major inconsistency between the operational level of the seventh graders and the science course expectations. The science curriculum content does not match with the reasoning level of these students. For success in achievement, it seems important to match the material to be taught with the operational level of the learner. Since the present findings reveal that most seventh graders are at the rionformal. rather than the expected formal level of operations, it is suggested that seventh grade science topics are adjusted for the nonformal thinker instead of the formal thinker.
