NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 2 results Save | Export
Relationships Between Middle School Students' Science Concept Structure Interrelatedness Competence and Selected Cognitive and Affective Tendencies.
Peer reviewed Peer reviewed
Harty, Harold; And Others – Journal of Research in Science Teaching, 1985
Investigated if relationships existed between middle school students (N=105) science concept structure interrelatedness competence and their time on task, science achievement, scholastic aptitude, previous experience with concept structure interrelatedness, attitudes toward science, interest in science, science curiosity, and self-concept of…
Descriptors: Academic Achievement, Affective Behavior, Cognitive Structures, Elementary School Science
Relationships between Formal Reasoning Ability, Locus of Control, Academic Engagement and Integrated Process Skill Achievement.
Peer reviewed Peer reviewed
Tobin, Kenneth G.; Capie, William – Journal of Research in Science Teaching, 1982
Twelve pupils from each of 13 middle school science classes participated in this study. Findings, among others, indicate that two of nine engagement measures (attending and generalizing), together with formal reasoning ability, were related to process skill, achievement, and retention. (JN)
Descriptors: Abstract Reasoning, Elementary School Science, Elementary Secondary Education, Grade 6