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Direct linkCohen, Steven D. – Center on the Developing Child at Harvard University, 2016
How can we use insights from cutting-edge science to improve the well-being and long-term life prospects of the most vulnerable children in our society? This is both a critical challenge and a powerful opportunity to affect the trajectories of millions of children in the United States and around the world. It is a question of particular importance…
Descriptors: Child Development, Child Welfare, Welfare Services, Evidence Based Practice
Download full textOdom, A. Louis; Settlage, John – 1994
The concept of diffusion may seem easy enough for many teachers to understand, but when and what do students really understand about diffusion and osmosis? In order to answer these two questions, 116 students (46.6% in the tenth grade, 30.2% in the eleventh grade, and 23.2% in the twelfth grade) enrolled in biology classes were administered tests…
Descriptors: Biological Sciences, Cognitive Development, Constructivism (Learning), Diffusion (Physics)
Hwang, Bao-tyan; Liu, Yuan-sheng – 1994
In an effort to investigate the effects of a teaching strategy that helps students to identify concept conflicts through experimentation and guided investigation on students' conceptual changes and learning outcomes, 596 students (393 junior high school, 170 senior high school, and 33 college students) were administered two solution tests…
Descriptors: Chemistry, Classroom Research, Cognitive Development, Concept Formation
Peer reviewedHewitt, Paul G. – Science Teacher, 1990
Discussed is the teaching of physics with an emphasis on the learning of concepts before problem solving. Examples of this approach are provided. (CW)
Descriptors: Cognitive Development, Concept Formation, Middle Schools, Physics
Peer reviewedPosner, George J.; And Others – Science Education, 1982
A general model of conceptual change which is largely derived from current philosophy of science, but which can illuminate learning as well, is described. Some features of this model are illustrated by interviews with students studying special relativity in physics. Finally, some pedagogical implications are presented. (Author/PB)
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Conservation (Concept)
Peer reviewedMaloney, David P. – Physics Teacher, 1990
Students' conceptions of the concept of force are discussed. Possible problem formats and exercises are presented. The need for many formats and variations to help students' resolve their conflicting ideas about physics concepts is stressed. (CW)
Descriptors: Cognitive Development, College Science, Force, Higher Education
Peer reviewedRoth, Wolff-Michael – Science Teacher, 1990
The use of concept maps, Vee diagrams, flow charts, and productive questions to increase student understanding of laboratory exercises and to improve student attitudes toward lab classes is discussed. Examples of each are provided. Student responses to these teaching methods are described. (CW)
Descriptors: Cognitive Development, Cognitive Structures, Concept Mapping, Diagrams
