Examines 11 elementary science texts in terms of conceptual structure and reasoning demands using concept maps. Reports that (1) the conceptual structures vary widely across texts; (2) most of the structures are well defined; and (3) the reasoning demands are above the developmental capabilities of most of primary-level children. (Author/YP)

The reasoning abilities to be expected of the concrete operational and formal operational student, the percentage of secondary science students that are capable of each type of reasoning pattern, and effective strategies to teach science to concrete reasoners are described. Implications for curriculum development are discussed. (KR)

The purpose of this descriptive study was to investigate the developmental patterns in logical reasoning of students in grades 6-10 over a span of 20 months. The Group Assessment of Logical Thinking (GALT) was administered to the sample (N=84) during the fall of 1986, the fall of 1987, and the spring of 1988. The GALT measures six reasoning modes:…