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Cuzzolino, Megan Powell – Electronic Journal for Research in Science & Mathematics Education, 2021
There is an increasingly rich body of developmental research on children's understanding of science and religion as ways of knowing. In this manuscript, I put this scholarship in conversation with applied research on science education and consider the potential implications for exposing children to instruction that addresses the relationship…
Descriptors: Scientific Principles, Religion, Science Education, Cultural Influences
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Hodgen, Jeremy; Foster, Colin; Marks, Rachel; Brown, Margaret – Education Endowment Foundation, 2018
This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the guidance document "Improving Mathematics in Key Stages Two and Three" (Education Endowment Foundation, 2017). The review draws on a substantial parallel study by the same research team, funded by the Nuffield Foundation, which…
Descriptors: Mathematics Instruction, Foreign Countries, Mathematics Skills, Feedback (Response)
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Siegler, Robert S. – Contemporary Educational Psychology, 1982
This paper describes the rule-assessment approach to cognitive development. The basic question that motivated the rule-assessment approach is how people's existing knowledge influences their ability to learn. Research using the rule-assessment approach is summarized in terms of eight conclusions, each illustrated with empirical examples.…
Descriptors: Cognitive Development, Concept Formation, Elementary Education, Generalization
Klammer, Joel – 1998
This paper examines the nature of physics students' knowledge, the means to identify alternative conceptions, and possible methods to overcome misconceptions. This examination is a survey of the techniques and ideas of a large number of researchers who are seeking their own solutions to this problem. An examination of the nature of knowledge…
Descriptors: Concept Formation, Educational Strategies, Higher Education, Knowledge Representation
Bigenho, Frederick W., Jr. – 1992
The conceptual development of schema theory, the way an individual organizes knowledge, is discussed, reviewing a range of perspectives regarding schema. Schema has been defined as the interfacing of incoming information with prior knowledge, clustered in networks. These networks comprise a superordinate concept and supporting information. The…
Descriptors: Cognitive Psychology, Concept Formation, Definitions, Learning Theories
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Watson, Linda – Australian Journal of Early Childhood, 1997
Examines how children's misconceptions regarding scientific phenomena change over time through instruction and other mechanisms. Asserts that Piagetian and Vygotskian theories offer insights into children's misconceptions related to how they are formed and how they are influenced by personal experience and social factors, and that these theories…
Descriptors: Children, Concept Formation, Concept Teaching, Early Childhood Education
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Brooks, David W.; Shell, Duane F. – Journal of Science Education and Technology, 2006
Working memory is where we "think" as we learn. A notion that emerges as a synthesis from several threads in the research literatures of cognition, motivation, and connectionism is that motivation in learning is the process whereby working memory resource allocation is instigated and sustained. This paper reviews much literature on motivation and…
Descriptors: Short Term Memory, Motivation, Resource Allocation, Literature Reviews
Beeth, Michael E. – 1995
This paper discusses various aspects of conceptual change instruction and research related to conceptual change strategies. The role played by teachers in the conceptual change process has been neglected in the research and understanding that role requires that: (1) the Conceptual Change Model of Posner provide a reasonable framework for thinking…
Descriptors: Classroom Environment, Concept Formation, Constructivism (Learning), Educational Strategies
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Rollins, Mavis M.; And Others – Journal of Educational Research, 1983
Attainment of five earth science concepts by high school seniors depended on the amount of previous science coursework by the students and on the size of their school's enrollment. Seniors in Texas high schools were subjects of the study. (Author/PP)
Descriptors: Concept Formation, Earth Science, Grade 12, High School Seniors
Gordon, Christine J. – 1992
This paper addresses the role of prior knowledge in the comprehension of narrative and expository text, two major categories of discourse. The paper reviews some of the differences in the essence of prior knowledge required to comprehend each text type and then examines research on prior knowledge and conceptual change that deals with both text…
Descriptors: Change Strategies, Concept Formation, Elementary Secondary Education, Expository Writing
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Carey, Susan – American Psychologist, 1986
The premise behind the cognitive approach to teaching is that understanding results when new learning is integrated with existing knowledge. But the goal of science instruction is to replace existing ideas with new theories. Current research in science education seeks to resolve these conflicting instructional approaches. (Author/VM)
Descriptors: Cognitive Processes, Cognitive Restructuring, Cognitive Structures, Concept Formation
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Gelman, Susan A. – Young Children, 1998
Reviews selected research on children's early formation of categories. Finds sophistication in how children group objects and think about those groupings. Notes findings related to type of grouping (thematic or taxonomic), multiple classifications, overgeneralization, the role of background knowledge on classification abilities, the…
Descriptors: Age Differences, Child Development, Classification, Cognitive Development