Contains the fourteenth installment in the series of annual Summaries of Research in Science Education. The review is organized around specific disciplines at specific grade levels. Topics without specific disciplines or age levels and those that cut across these categories have been given separate headings. (ML)

The primary goal is to explain the theory, and further, to expand a scheme of instruction and classroom procedures that arise as a consequence of his theory. Whenever possible, these ideas will be put forth using examples in physics context in an effort to elucidate difficult ideas. (DF)

Psychological equilibration (internal mental process by which individuals develop intellectually) is discussed in terms of its origin in the biological theory of evolution and in the thinking of Jean Piaget. The importance of equilibration theory for biology instruction is then considered. (Author/JN)

Presents the results of two Piagetian conservation tasks administered to high school students. It was found that not many were at the formal operations level. Similar evidence is presented for college students. Concludes that development of formal thought must be a focus of all teachers. (DF)

Students (N=387) in grades 8, 10, 12, and college were administered eight reasoning items to test hypothesis that the basic logic utilized in individuals in scientific hypothesis testing is the biconditional and that the biconditional is a precondition for development of formal operations. Results and implications for science instruction are…

Cites shortcomings of typical physics homework problems and encourages the assignment of open-ended problems to extend and combine patterns of reasoning. Provides examples of thought-provoking problems. (CP)

Assessed the effect of a one-semester college biology course on the development of students (N=72) ability to reason formally and interactions among intelligence, cognitive style, and cognitive level. Includes implications for science instruction. (SK)

A sample of 14 college and 8 high school biology textbooks were evaluated to determine whether they provided accurate and adequate descriptions and examples of scientific thinking. The authors contrast their views of the nature of scientific thinking with those of the textbook authors on the concepts of hypothesis, theory, law, and principle. (MDH)

Described is an introductory, nonscience majors biology course. Discussed are the goals and objectives of the course; the use of the learning cycle philosophy of teaching and learning; the use of classic experiments, textbooks, examinations; and the training of graduate teaching associates. (CW)

Examined is the hypothesis that an important intellectual acquisition during adolescence is the ability to generate arguments that involve reasoning to contradiction. Implication for hypothesis teaching at the elementary grades is discussed. (KR)

Two selection and nine evaluation hypothesis testing tasks varying systematically with respect to causality, response alternatives, and context continuity were administered to two samples of adults (N=35; N=32). It was to determine effects of these variables and the degree to which subjects reasoned with material conditional, biconditional,…

Discussed is learning theory as it is related to the teaching of biology. This article proposes that extension of the original cycle model into three types of learning cycles can form the basis of a satisfactory and educationally practical model of instruction. Includes 30 references. (CW)

To determine responsiveness to instruction, matched concrete operational seventh-grade (N=50) and college (N=72) students were given identical classroom instruction in probabilistic and correlational reasoning using biological concepts. Field dependence/independence and fluid intelligence were examined. Reasons why college students are more…

Investigated and confirmed is a correlation between grades awarded on the basis of students' ability to respond with higher-order cognitive processes in college biology classes and performance on Piagetian-type tasks, in which cognitive style dimension of field dependence-independence was assessed for each student. (CS)

Describes an investigation undertaken to evaluate whether or not the Purdue experimental program, through its concrete curricular materials and inquiry-oriented procedures, had been successful in promoting formal reasoning abilities in its students. Results indicated that concrete curricular materials and problems can promote the development of…