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Walczyk, Jeffrey J.; Ramsey, Linda L. – Journal of Research in Science Teaching, 2003
Reports results of a survey developed to assess the use of learner-centered techniques in undergraduate science and mathematics classrooms. Reveals that learner-centered techniques are used infrequently, but when used, they are applied to all aspects of teaching. Suggests that federal funding has been slightly effective in promoting its use. (KHR)
Descriptors: Higher Education, Learning Strategies, Mathematics Education, Science Education
Cahyadi, M. Veronica; Butler, Philip H. – Journal of Research in Science Teaching, 2004
This study investigates the understanding of 18 first-year undergraduate students when simultaneously presented with two contrasting dynamical situations: the idealized (without air resistance) and real-world cases of balls being dropped or thrown. Previous work has shown that getting students to recognize flaws in their mental models helps them…
Descriptors: Undergraduate Students, Higher Education, Motion, Teaching Methods

Farragher, Pierce; Szabo, Michael – Journal of Research in Science Teaching, 1986
Reviews a study which examined the effects of types of feedback and diagnostic testing on learning from text aided by a diagnostic/prescriptive instructional strategy. Significant differences in instructional time and learning efficiency were observed from participating undergraduates (n=150) which were not linearly related to feedback complexity.…
Descriptors: College Science, Environmental Education, Feedback, Higher Education

Tamir, Pinchas – Journal of Research in Science Teaching, 1985
Presents meta-analysis of 54 articles and dissertations dealing with cognitive preferences. Information provided includes: test reliability; comparisons by country, grade level, gender, disciplines, and curricula; relationships between cognitive preferences and career orientation, science achievement, interest, and aptitude; and effect sizes.…
Descriptors: Cognitive Ability, Cognitive Style, Cognitive Tests, Educational Research

Maloney, David P. – Journal of Research in Science Teaching, 1985
Investigated methods science and nonscience majors use to make predictions about five situations involving the conservation of mechanical energy. Two findings, among others, show that subjects did not employ identifiable strategies in over 97 percent of the cases and show differences in the way majors and nonmajors worked the problems given.…
Descriptors: College Science, Energy, Energy Conservation, Energy Education

Bowen, Craig W. – Journal of Research in Science Teaching, 1990
Presented is an analysis of think-aloud protocols of graduate students solving several different tasks in organic chemistry. The systems used by these subjects were classified. It was reported that the methodological system was most often used. (CW)
Descriptors: College Science, Higher Education, Learning Strategies, Logical Thinking

Okebukola, Peter Akinsola – Journal of Research in Science Teaching, 1990
Discussed is the relationship of concept-mapping by students to the meaningful learning of genetics and ecological concepts. The implications of these results for teacher education in biology are addressed. (KR)
Descriptors: Cognitive Development, Cognitive Structures, College Science, Concept Mapping

Sherwood, Robert D.; And Others – Journal of Research in Science Teaching, 1987
Presents data indicating that learning can be enhanced when information is presented that illustrates how science information can be used to solve problems. The experiments showed positive results through use of video-based macro-contexts. (ML)
Descriptors: Audiovisual Communications, College Science, Computer Assisted Instruction, Educational Technology

Mason, Diana S.; Shell, Duane F.; Crawley, Frank E. – Journal of Research in Science Teaching, 1997
Identifies and describes the differences in the problem-solving methods used by faculty teaching introductory chemistry and students enrolled in an introductory chemistry course. Results indicate that students correctly solve algorithmic-mode problems more frequently. Contains 33 references. (DDR)
Descriptors: Algorithms, Chemistry, Concept Formation, Higher Education

Willson, Victor L. – Journal of Research in Science Teaching, 1990
The use of the expert-novice technique in science education is examined critically. Discussed are four techniques including their methodological limitations. Improvements and alternatives in experimental design are suggested. (Author/CW)
Descriptors: College Science, Higher Education, Learning Strategies, Problem Solving

Niaz, Mansoor – Journal of Research in Science Teaching, 1988
Investigates the effect of increase of the M demand of chemistry problems, having the same logical structure, on performance of students having different functional M capacity, cognitive style, and formal operational reasoning patterns. (Author/YP)
Descriptors: Chemistry, Cognitive Processes, Cognitive Style, Cognitive Tests

Lawson, Anton E.; Weser, John – Journal of Research in Science Teaching, 1990
Investigated is the extent to which students' nonscientific beliefs change by comparing before and after instruction as a function of students' reasoning skill. Nonscientific beliefs discussed include special creation, orthogenesis, the soul, nonreductionism, vitalism, teleology, and nonemergentism. (KR)
Descriptors: Abstract Reasoning, Beliefs, Biology, Cognitive Development

Barba, Robertta; Rubba, Peter A. – Journal of Research in Science Teaching, 1992
This study compares inservice (n=30) and preservice (n=30) earth and space science teachers on general mental abilities, content knowledge, Gagnean levels of content knowledge, and procedural knowledge in solving earth and space science problems. Results support Norman's theory of learning that inservice teachers function at the tuning mode of…
Descriptors: Astronomy, Cognitive Ability, Earth Science, Educational Research

Bunce, Diane M.; And Others – Journal of Research in Science Teaching, 1991
Focuses on the enhancement of chemistry students' skill in problem solving utilizing problem categorization techniques. Indicates that explicit training in categorization skills can lead to higher achievement in complex problem-solving situations but that such achievement may be limited by the lack of linkages between students' conceptual…
Descriptors: Chemistry, Cognitive Development, Cognitive Style, Concept Formation

Wandersee, James H. – Journal of Research in Science Teaching, 1988
Summarizes the results of a preferred method of study questionnaire in which college students explained how they approached reading a new textbook. Reports that women showed a significant preference for adopting a single method of study. Indicates that there was no discernable relationship between study strategies and college level. (CW)
Descriptors: College Science, Females, Higher Education, Learning Strategies
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