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Shepardson, Daniel P.; Britsch, Susan J. – Journal of Research in Science Teaching, 2001
Reports on a study that investigated ways in which children's use of science journals aided their acquisition of science understanding in one kindergarten and one fourth-grade classroom. Indicates that children recontextualized their understandings of science investigations and phenomena by using three types of mental contexts reflected in their…
Descriptors: Cognitive Processes, Elementary Education, Grade 4, Journal Writing
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Lehrer, Richard; Schauble, Leona – Journal of Research in Science Teaching, 1998
Elementary school children were interviewed about how gears move on a gearboard and how they work in commonplace machines. Children's reasoning became more general, formal, and mathematical as problem complexity increased, suggesting that mathematical forms of reason may develop when they provide a clear advantage over simple causal…
Descriptors: Cognitive Development, Cognitive Processes, Elementary Education, Mathematics Education
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Crawford, Teresa; Kelly, Gregory J.; Brown, Candice – Journal of Research in Science Teaching, 2000
Examines how teachers, students, and scientists construct ways of investigating and knowing science. Identifies ways that particular teaching strategies provide opportunities for student engagement. (Author/CCM)
Descriptors: Cognitive Processes, Concept Formation, Elementary Education, Ethnography
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Carlson, Gaylen R. – Journal of Research in Science Teaching, 1976
Children's understanding of Euclidian space was investigated using three Piaget-type tasks to examine the ability of children to quantitatively locate a point in one, two, and three dimensions. Among the findings were that a disagreement exists between Piaget's data and the results of this study. (BT)
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Educational Research
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Lee, Okhee; And Others – Journal of Research in Science Teaching, 1995
Comparison of science knowledge, science vocabulary, and cognitive strategy use among 4 diverse groups of fourth-grade students (n=32) (monolingual English Caucasian, African American, bilingual Spanish, and bilingual Haitian Creole) found distinct patterns of knowledge. Appendixes include coding systems. Contains 50 references. (Author/MKR)
Descriptors: Cognitive Processes, Cultural Influences, Elementary Education, Elementary School Students
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Watters, James J.; English, Lyn D. – Journal of Research in Science Teaching, 1995
Measured children's (n=182) competence at syllogistic reasoning and in solving a series of problems requiring inductive reasoning. Reports that syllogistic reasoning and inductive reasoning were significantly correlated with both simultaneous and successive synthesis. Provides a basis for understanding the roles of spatial and verbal-logical…
Descriptors: Cognitive Processes, Elementary Education, Foreign Countries, Holistic Approach
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Cohen, Herbert – Journal of Research in Science Teaching, 1983
Investigated whether examining materials from several perspectives had greater effect on development of projective spatial abilities than examining materials from a single perspective. Results using 105 students (56 females, 49 males) favored the former approach. Also, sex was determined to have no direct effect on development of projective…
Descriptors: Cognitive Processes, Elementary Education, Elementary School Science, Grade 5
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Lawson, Anton E.; Nordland, Floyd H. – Journal of Research in Science Teaching, 1976
Investigated was the hypothesis that conservation tasks are unifactor by administering eight different conservation tasks to 96 seventh-grade science students and performing a principal component analysis on the data. Results indicated that conservation tasks may measure up to three different components of cognitive thought. (SL)
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Measurement, Cognitive Processes
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Wollman, Warren; And Others – Journal of Research in Science Teaching, 1980
Three research questions are explored relating the psychological phenomenon of premature closure to (1) age, (2) Piagetian developmental level, and (3) ability to generate hypothetico-deductive strategies. Children (N=141) in grades 1-6 were interviewed and administered light-and-button tasks to describe these relationships. (CS)
Descriptors: Age, Cognitive Processes, Developmental Psychology, Educational Research
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Wollman, Warren T.; Lawson, Anton E. – Journal of Research in Science Teaching, 1978
Seventh-grade students enrolled in two average classes were pretested, randomly assigned to two training groups--an active group in which physical materials were employed and a verbal group in which standard textbook procedures were employed--immediately posttested and posttested one month later. The active group showed greater achievement and…
Descriptors: Abstract Reasoning, Cognitive Processes, Educational Research, Elementary Education
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Wareing, Carol – Journal of Research in Science Teaching, 1981
This study examined whether a relationship existed between field-dependence-independence and scientific attitudes of sixth-grade students in SCIS. Findings indicated that such a relationship was not statistically significant. (Author/DS)
Descriptors: Cognitive Processes, Cognitive Style, Cognitive Tests, Elementary Education
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Lawson, Anton E. – Journal of Research in Science Teaching, 1986
Reviews the neural modeling principles of learning, perception, cognition, and motor control, discusses their applications to sensory-motor problem solving, and explores possible relationships between that pattern of problem solving and aspects of higher order formal operational problem solving. Cites implications for science education. (ML)
Descriptors: Cognitive Development, Cognitive Processes, Developmental Stages, Elementary Education
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Lawrenz, Frances; Lawson, Anton E. – Journal of Research in Science Teaching, 1986
Presents study findings which explored the effect of teacher reasoning level and teaching style preference on improvement in student-reasoning ability. Reports that students of concrete operational teachers and of inquiry teachers showed greater gains in reasoning ability than students of formal operational teachers and of expository teachers. (ML)
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Elementary Education
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Samarapungavan, Ala; Nakhleh, Mary B. – Journal of Research in Science Teaching, 1999
Reports on an investigation of young children's (n=15) spontaneously constructed or naive understanding of the particulate nature of matter to any formal instruction in the domain. Speculates that children first develop local frameworks particular to different classes of substances, then slowly expand those frameworks to include a wide range of…
Descriptors: Atomic Theory, Cognitive Development, Cognitive Processes, Concept Formation
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Smith, Susan R.; And Others – Journal of Research in Science Teaching, 1981
Study investigated the relationship between children's (N=66) length conservation status and ability to acquire specific length measurement skills, and examined the interaction between mode of instruction (manipulative, graphic, and abstract) and conservation status. The expectation that length conservers would outperform nonconservers on…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Tests, Conservation (Concept)
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