Although taxonomic proficiency is a prerequisite for understanding ideas central to biology, previous research has established that learners frequently misclassify animals by not following the tenets of accepted taxonomic rubrics. This has immediate relevance with the recently revised English National Curriculum now requiring concepts of animal…

Describes an empirical method of developing learning hierarchies by comparing success on each tested behavior with all other behaviors. Advantages, compared with validation of a particular logical hierarchy, are illustrated by application of density principles to prediction of flotation. (AL)

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)

Points out the fact that Piaget's objections to tests as ways of identifying cognitive structures and processes have been largely ignored in most of the replication studies conducted by English and American psychologists. (PEB)

Examines research in developmental psychology and science education that has attempted to assess the validity of Piaget's theory of formal thought and its relation to educational practice. Position papers (with little or no empirical support) are not included. (Author/JN)

Comments on the study reported by Lawson, Karplus, and Adi (1978) which indicated that formal schemata and propositional logic are not part of the same structured unity of mental operations proposed by Piaget. (HM)

Investigates the cognitive functioning of 106 college freshmen using six paper-pencil Piagetian-based tasks. Results show that only 25 percent of the freshmen tested were reasoning at a formal level. (HM)

Investigates whether an environmental program including an advance organizer component and a field experience results in an observable change in the environmental orientations of fifth- and sixth-grade students. Results show positive change. (HM)

This study explores the acquisition of proportionality by investigating the relationship between an understanding of proportionality and the development of cognitive structure in the domain of mechanics. (Author/MA)

In this study 126 high school students were administered the Karplus Island Puzzle and interviewed individually to determine if the puzzle measured Piagetian-type operational thinking. Results indicated that the puzzle did not characterize an individual's cognitive level. (SL)

This study was concerned with student transition from concrete to formal cognitive functioning. Results of training 32 fifth-grade and 32 seventh-grade students indicated that instruction can effect the desired transition of ability to isolate and control variables. (SL)

Hypothesized that instructional methods employing concrete models and exemplars of a concept will lead to better student understanding at both the concrete and formal operational levels of cognitive development. However, concrete operational students did not profit from the instructional methods and results were not clear for early formal…

This study was designed to assess the effectiveness of one semester's instruction in science and mathematics, using an inquiry-based methodology, in facilitating cognitive growth in first year college students. Results indicated the inquiry approach did not promote cognitive growth in comparison with a more didactic or expository teaching…

Explores the relationship of an individual's reliance or nonreliance upon concrete cues in problem solving and performance on a model-based measure of hierarchical classification. Level of cognitive development, as determined by performance on Piaget-type tasks, generally predicted hierarchical classification ability of junior- and senior-high…

High school students in South Australia were administered in group fashion the pendulum and the chemical color change developmental tasks. The major conclusion of this study is the fact that it is possible to translate into group form, administer, and assess rapidly and with considerable reliability Piagetian problem indicators of developmental…