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| Journal of Research in… | 7 |
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| Lawson, Anton E. | 3 |
| Adey, Philip S. | 1 |
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| Lawrenz, Frances | 1 |
| Linn, M. C. | 1 |
| Rogers, Laura N. | 1 |
| Shayer, Michael | 1 |
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| Reports - Research | 7 |
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Peer reviewedLawson, Anton E.; Thompson, Lois D. – Journal of Research in Science Teaching, 1988
Explores the relationships between seventh-grade students' misconceptions of genetics and natural selection and four cognitive variables: reasoning ability; mental capacity; verbal intelligence; and cognitive style. Reports that only the reasoning ability was significantly related to the number of misconceptions. (Author/YP)
Descriptors: Biology, Cognitive Ability, Formal Operations, Genetics
Peer reviewedWestbrook, Susan L.; Rogers, Laura N. – Journal of Research in Science Teaching, 1994
Students (n=46) were assigned to one of three instructional groups (descriptive, question design, and hypothesis testing) to test the hypothesis that descriptive learning cycles are not sufficient to stimulate students to reason at a formal operational level. Analyses indicated that the hypothesis-testing group exhibited a significant increase on…
Descriptors: Developmental Stages, Educational Research, Formal Operations, Junior High Schools
Peer reviewedLinn, M. C.; And Others – Journal of Research in Science Teaching, 1989
Assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching high school students about blood pressure problems. Reports positive effects of the combined instruction compared to science topic instruction. (Author/YP)
Descriptors: Biology, Formal Operations, Junior High Schools, Logical Thinking
Peer reviewedLawson, 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
Peer reviewedGlasson, George E. – Journal of Research in Science Teaching, 1989
Compares the relative effects of hands-on and teacher demonstration laboratory methods on declarative knowledge and procedural knowledge achievement. Reports that students in the hands-on class were better on the procedural knowledge test than students in the demonstration class. (Author/YP)
Descriptors: Demonstrations (Educational), Experiential Learning, Formal Operations, Grade 9
Peer reviewedLawrenz, 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
Peer reviewedShayer, Michael; Adey, Philip S. – Journal of Research in Science Teaching, 1993
Three years after end of 2-year intervention program intended to promote formal operational thinking, achievement of students initially age 11 was tested by their results on British National examinations, taken at age 16 (experimental group n=88, control group n=103). In comparison with control classes, the effect size for science was 0.67,…
Descriptors: Academic Achievement, Developmental Stages, Educational Research, Effect Size
