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Peer reviewedLawrenz, Frances; Munch, Theodore W. – Journal of Research in Science Teaching, 1984
Determined if grouping preservice elementary teachers (N=91) in physical science laboratories by their formal reasoning ability affected: (1) their science content achievement; (2) the learning environment in the laboratory; (3) their formal reasoning ability; and (4) the relationship between individuals in a particular group. (Author/JN)
Descriptors: Abstract Reasoning, Academic Achievement, Classroom Environment, Elementary School Teachers
