Presents results from Singaporean and Australian studies on the relationships between the cognitive variables and problem solving performance in three electrochemistry problems of different degrees of familiarity for comparisons. Concludes that idea association, problem translating skill, prior problem solving experience, specific knowledge, and…

Questions Piagetian theory that dismisses the idea of accelerating cognitive development through classroom activities. (CP)

Examined relation between college students' (N=108) ability to solve simple ratio tasks (for example, their proportional reasoning patterns) and their rule-governed behavior with the balance beam. Also identified modifications in a set of rules for the balance beam tasks. Results and implications for science instruction are discussed. (JN)

Many science curriculum development projects have the goal of increasing students' ability to employ scientific or formal reasoning strategies. Argues that longitudinal data of students who acquired formal reasoning strategies as a consequence of specific instruction are needed to provide evidence that these skills will help in other academic…

Reports a study to determine if the formal capabilities of 81 elementary education preservice teachers would be enhoused from problem solving instruction with manipulative feedback or with pictorial feedback. Results indicate the manipulative mode was clearly superior in student attitudinal responses and achievement. (SL)

Discusses a study which compared differences in ratio construction made by high school freshman and junior students. Reports that more freshmen than juniors selected solutions involving one variable, whereas juniors chose solutions that coordinated two variables in a mathematical or verbal rule. Reviews implications in problem solving and concept…

Discussed is a constructivist model of science learning and its possible use in the treatment of science misconceptions. Science learning as conceptual and methodological change is described. (KR)

Data on 140 eighth-grade earth science students were analyzed to see if logical thinking, instructional method, and the interaction between those two variables explained a significant portion of variance in achievement. Logical thinking was found to account for more variation in achievement than did treatment, although treatment also affected…

Investigated was the relationship between spatial visualization and cognitive development in a sample of 88 Australian freshman teacher education students. Results support the hypothesis that enhanced capacity to visualize is an outcome of overall cognitive development. (HM)

Summarizes a study of instruments developed for use in assessing aspects of science curriculum and instruction. (PB)

Investigates the effect of intensive instruction in cue attendance upon the ability of preservice elementary science methods students to solve paper-and-pencil reasoning tests that require a form of formal operation thought. (Author/HM)