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Causal Explanation of Complex Physiological Concepts by Medical Students.
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Patel, Vimla L.; And Others – International Journal of Science Education, 1991
Examined are first-year medical students' (n=160) explanations of complex concepts in cardiopulmonary physiology following a lecture series. The results revealed systematic misconceptions by the students in developing a pathophysiological model of the problem. The implications for science instruction within a medical curriculum are discussed.…
Descriptors: Causal Models, Cognitive Development, Concept Formation, Concept Teaching
Room for Scientific Thought?
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Johnstone, A. H.; Al-Naeme, F. F. – International Journal of Science Education, 1991
The idea of potential and usable processing space is explored, and consequent teaching strategies are discussed. Simultaneous studies of the effect of working memory space and field-dependence on science performance at secondary and tertiary levels are reviewed. How students filter out "signal" from "noise" during various…
Descriptors: Field Dependence Independence, Higher Education, Learning Processes, Lecture Method
Performance Based on Instruction by Lecture or by Interaction and Its Relationship to Cognitive Variables.
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Robinson, William R.; Niaz, Mansoor – International Journal of Science Education, 1991
The performance of two groups of chemistry students, one taught using the traditional lecture method and the other interactive, in solving stoichiometry problems is described. The interactive instruction appears more effective for students who are less adept at information processing. The interaction apparently does not challenge better students,…
Descriptors: Cognitive Ability, Foreign Countries, Interaction, Learning Processes