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Studies of Information Processing Rates in Science Learning and Related Cognitive Variables. II: A First Approximation to Estimating a Relationship Between Science Reasoning Skills and Information Acquisition.
Peer reviewed Peer reviewed
Anderson, O. Roger; Callaway, J. – Journal of Research in Science Teaching, 1986
An empirical analysis of the relationship between science reasoning skills and the amount of information acquired during science learning as predicted by a neuromathematical model of information processing is presented. Subjects were 93 adolescents (mean age of 15.4 years old) with a IQ range of 91-142. (Author/JN)
Descriptors: Adolescents, Cognitive Ability, Cognitive Measurement, Cognitive Processes
Manipulation of Logical Structure of Chemistry Problems and Its Effect on Student Performance.
Peer reviewed Peer reviewed
Niaz, Mansoor; Robinson, William R. – Journal of Research in Science Teaching, 1992
Investigates the effect that manipulation of the extent of formal reasoning required for solving chemistry problems has upon student performance, and presents a cognitive model for the qualitative analysis of that effect. Concludes that the developmental level of students is the most important predictor of problem-solving success given significant…
Descriptors: Chemistry, Cognitive Ability, Cognitive Development, Cognitive Measurement
Effects of Traditional and Discovery Instructional Approaches on Learning Outcomes for Learners of Different Intellectual Development: A Study of Chemistry Students in Zambia.
Peer reviewed Peer reviewed
Mulopo, Moses M.; Fowler, H. Seymour – Journal of Research in Science Teaching, 1987
Reports on a study that examined the differential effectiveness of traditional and discovery methods of chemistry instruction in Zambia. Compared were the teaching of science concepts, understandings about science, and scientific attitudes to learners at the concrete and formal levels of cognitive development. (TW)
Descriptors: Academic Achievement, Chemistry, Cognitive Ability, Cognitive Measurement
Influencing Student Understanding of the Nature of Science: Data from a Case of Curriculum Development.
Peer reviewed Peer reviewed
Meichtry, Yvonne J. – Journal of Research in Science Teaching, 1992
More than 1,600 middle school students, including an experimental group exposed to the Biological Science Curriculum Study (BSCS), were administered the Modified Nature of Scientific Knowledge Scale. Results indicate that the students utilizing the traditional science curriculum possessed a significantly better understanding of the testable nature…
Descriptors: Cognitive Development, Cognitive Measurement, Comparative Analysis, Control Groups