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Eckstein, Shulamith G.; Shemesh, Michal – Journal of Research in Science Teaching, 1992
Proposes a theoretical model of cognitive development and applies this model to the secondary analysis of two large-scale studies which focus on the acquisition of formal operational schemata by adolescents in the United States and Israel. Results support the "unity" hypothesis of cognitive development that the various schemata of formal…
Descriptors: Age Differences, Cognitive Development, Developmental Stages, Elementary Secondary Education
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Lawson, Anton E.; Wollman, Warren T. – Journal of Research in Science Teaching, 2003
According to Piaget's theory, maturation of the nervous system is sufficient for the development of formal thought. If this were the case, the job of the educational system would be small indeed. Rather, maturation determines only the totality of possibilities and impossibilities at a given stage. This study investigates whether instructional…
Descriptors: Grade 5, Piagetian Theory, Anatomy, Reading Instruction
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Yap, Kueh Chin; Yeany, Russell H. – Journal of Research in Science Teaching, 1988
Reports on a study designed to identify the hierarchical relationships among Piagetian cognitive modes and integrated science process skills for different Piagetian cognitive reasoning levels, and to determine whether positive vertical transfers could be validated. (TW)
Descriptors: Cognitive Development, Developmental Stages, Piagetian Theory, Process Education
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BouJaoude, Saouma B. – Journal of Research in Science Teaching, 1991
Naturalistic data-collecting strategies (interviews with 20 eighth graders) were used to identify and characterize students' understandings about the concept of burning. The analysis showed that students' understandings were fragmented, inconsistent, and at variance with scientific knowledge. (Author)
Descriptors: Cognitive Development, Concept Formation, Demonstrations (Educational), Grade 8
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Westbrook, Susan L.; Marek, Edmund A. – Journal of Research in Science Teaching, 1992
The conceptual views of homeostasis held by students (n=300) in seventh grade life science, tenth grade biology, and college zoology were examined. A biographical questionnaire, the results from two Piagetian-like developmental tasks, and a concept evaluation statement of homeostasis were collected from each student. Understanding of the concept…
Descriptors: Biology, Cognitive Development, Concept Formation, Developmental Stages
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Roth, Wolff-Michael – Journal of Research in Science Teaching, 2000
Advocates artificial neural networks as models for cognition and development. Provides an example of how such models work in the context of a well-known Piagetian developmental task and school science activity: balance beam problems. (Contains 59 references.) (Author/WRM)
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Structures, Concept Formation
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Piaget, Jean – Journal of Research in Science Teaching, 2003
In this article, the author gives a general introduction of a few ideas on cognitive development in children. In the first part, he deals with the topic of development, a process which concerns the totality of the structures of knowledge. He reviews the stages of development of operational structures, distinguishes four main stages of development,…
Descriptors: Developmental Stages, Cognitive Development, Developmental Psychology, Child Development
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Shayer, Michael; Adey, Philip S. – Journal of Research in Science Teaching, 1992
A 1-year lag was found between the effect of an intervention intended to promote formal operational thinking in students initially 11 or 12 years of age and the appearance of substantial science achievement in the experimental groups. A one-year lag on cognitive development and an age/gender interaction were also reported. (Author/KR)
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Style, Critical Thinking
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Hafner, Bob; And Others – Journal of Research in Science Teaching, 1989
Criticizes the Mitchell and Lawson (1988) report from the viewpoint of individual interview method. Provides Lawson's reply to the comment by showing differences in research philosophy and methods. (YP)
Descriptors: Cognitive Development, College Science, Educational Research, Genetics
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Roth, Wolff-Michael; Milkent, Marlene M. – Journal of Research in Science Teaching, 1991
Examines the relationships between the development of proportional reasoning strategies and three cognitive variables from Pascual-Leone's and Case's neo-Piagetian theories: (1) degree of field independence; (2) M-space; and (3) short-term storage space. Describes the ability of students to transfer problem-solving schemata to new contexts as well…
Descriptors: Cognitive Development, College Students, Computer Uses in Education, Decision Making
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Wainwright, Camille L. – Journal of Research in Science Teaching, 1989
Evaluates the attributes of a microcomputer software package as a supplement to chemistry instruction. Reports higher scores among the students in a control group. Discovers no significant interaction between treatment and development stage. Discusses several implications for further research. Provides the General Chemistry Test and error analysis…
Descriptors: Chemistry, Cognitive Development, Computer Assisted Instruction, Computer Uses in Education
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Adey, Philip; Shayer, Michael – Journal of Research in Science Teaching, 1990
The effect of intervention lessons designed to accelerate the development of formal operations taught over a period of two years to adolescents was assessed. Results indicated that the experimental group had achieved a significantly greater gain in cognitive levels than the control group. Implications are discussed. (CW)
Descriptors: Acceleration (Education), Cognitive Development, Developmental Stages, Elementary School Science
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Lavoie, Derrick R.; Good, Ron – Journal of Research in Science Teaching, 1988
Describes mechanisms of thought associated with making predictions. Concludes that successful predictors had high initial knowledge of the subject matter and were formally operational. Unsuccessful predictors had low initial knowledge and were concretely operational. Systematic manipulation, note taking, and higher-level thinking skills were…
Descriptors: Biological Sciences, Cognitive Development, Cognitive Processes, Computer Simulation
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Simpson, William D.; Marek, Edmund A. – Journal of Research in Science Teaching, 1988
Discusses the relationship of school size to understanding of scientific concepts. Results indicated that students in small high schools had fewer instances of understanding and more instances of misunderstanding of the concepts of diffusion and homeostasis. No difference was observed for concepts related to food production in plants and…
Descriptors: Biology, Cognitive Development, Cognitive Structures, Cognitive Style
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Adey, Philip S.; Harlen, Wynne – Journal of Research in Science Teaching, 1986
Describes an analysis of test items used to measure the science process skills of 11-year-olds in Great Britain. Concludes that the level of cognitive demand was a reliable predictor of the difficulty of an item. (TW)
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Elementary Education
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