A comparison of the theories of Jean Piaget and William Perry (using individual interviews with college students) shows that the two theories outline different and independent processes for assessing intellectual development. (JN)

Seventy-one college general biology students were taught a unit in Mendelian genetics by the traditional lecture method. Emphasis was placed on meiotic formation of gametes, dominance, segregation, and independent assortment. The Punnett square model was used for all practice problems. While using this model, students were asked to: (1) identify…

An increase in the cognitive restructuring aspect of field-independence was found to be associated with an increase in formal operational thought in 11- to 12-year-olds who were given materials designed to achieve this result. Materials used (including computer programs) are described in an appendix. (JN)

This study examined the effect of formal and concrete instruction upon science achievement and intellectual development of sixth grade students. Formal instruction, which emphasized oral and written language, included lecture, discussion, oral quizzes, written assignments, reading assignments, films, film strips, written tests, and quizzes.…

Recently, a number of studies have reported a high correlation between the supposedly separate traits described as integrated science process skills and formal reasoning ability. The implication has been that these two constructs are different but related. Further implications have been made that a treatment to enhance one "trait" might…

Investigated the development of formal reasoning among students (ages 10-18 years) from predominately White, middle-class communities located in rural, suburban homogeneous, and suburban heterogeneous areas. Results indicate clear differences among communities in formal reasoning ability. Implications for using science instruction to promote…

Argues that, even for young children, analogies offer conceptual models for supporting the development of understanding. Compared children's understanding of current electricity after instruction with and without the inclusion of analogies. Children receiving the analogies exhibited a broader understanding, especially concerning the process of…

Many current studies have discovered that students tend to use either an Aristotelian or the Medieval impetus model rather than the Newtonian view in order to explain their experience. This preconceived knowledge may be important for students in learning mechanics. The purpose of this study was to identify and confirm the existence of a…