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Group Tests for Distinguishing Formal From Concrete Thinkers
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Rowell, J. A.; Hoffmann, P. J. – Journal of Research in Science Teaching, 1975
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…
Descriptors: Cognitive Development, Developmental Tasks, Educational Research, Group Testing
An Investigation of Two Formal-Operational Schemata in Adolescents Enrolled in ISCS Classrooms
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Hale, James P. – Journal of Research in Science Teaching, 1976
A sample of 108 eight-grade students using Intermediate Science Curriculum Study (ISCS) were tested with four Piagetian tasks: two tasks were related to ISCS concepts, two were not. Concludes that no students were formal operational, most were concrete operational, and most performed better on the non-ISCS related tasks. (MLH)
Descriptors: Cognitive Development, Developmental Tasks, Educational Research, Logical Thinking
Piagetian Cognitive Development and Achievement in Science
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Sayre, Steve; Ball, Daniel W. – Journal of Research in Science Teaching, 1975
This investigation explored the relationship between scholastic grades in science in junior and senior high school students and ability of students to perform formal operational tasks. The findings indicated that at certain grade levels and in certain subject areas, public school science students who demonstrate formal operational logic tend to…
Descriptors: Academic Achievement, Cognitive Development, Developmental Tasks, Educational Research
A Cross-Age Study of Student Understanding of the Concept of Homeostasis.
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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
Gender-Related Differences of Adolescents in Spatial Representational Thought.
Peer reviewed Peer reviewed
Treagust, David F. – Journal of Research in Science Teaching, 1980
Explored was the relationship between performance and gender for junior- and senior-high students (N=108) on six Piagetian-type tasks developed to measure infralogical spatial groupings. Results indicated a significant relationship between performance and gender on four tasks, in which males outscored females. Implications for science teaching are…
Descriptors: Cognitive Development, Developmental Tasks, Educational Research, Junior High Schools
Accelerating the Development of Formal Thinking in Middle and High School Students II: Postproject Effects on Science Achievement.
Peer reviewed Peer reviewed
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