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Peer reviewedStaver, John R.; Halsted, Douglas A. – Science Education, 1984
Determined if differences in performance on a posttest (in which sections differed in use of manipulative models to answer questions) were attributable to differences in reasoning levels of chemistry students (N=105). Results indicate that reasoning may affect performance under conditions of constant instruction. (JN)
Descriptors: Academic Achievement, Chemistry, Cognitive Development, Cognitive Processes
