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Translation of Algebraic Equations and Its Relation to Formal Operational Reasoning.
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Niaz, Mansoor – Journal of Research in Science Teaching, 1989
Investigated was the relation between student ability to translate sentences into equations, equations into sentences, and student performance in formal operational reasoning, proportional reasoning, and introductory-level chemistry. Results indicate that students who lack formal operational skills may experience problems in the translation of…
Descriptors: Academic Achievement, Algebra, Chemistry, Cognitive Development
Formal Operational Reasoning Modes: Predictors of Critical Thinking Abilities and Grades Assigned by Teachers in Science and Mathematics for Students in Grades Nine through Twelve.
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Bitner, Betty L. – Journal of Research in Science Teaching, 1991
The five formal operational reasoning modes in the Group Assessment of Logical Thinking were found to be statistically significant predictors of critical thinking abilities as measured by the Watson-Glaser Critical Thinking Appraisal and were significant predictors of science and mathematics grades. (PR)
Descriptors: Academic Achievement, Critical Thinking, Educational Research, Formal Operations
The Role of Cognitive Factors in Chemistry Achievement.
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Chandran, Sarath; And Others – Journal of Research in Science Teaching, 1987
Discusses a study that examined the role of four cognitive factors (formal reasoning ability, prior knowledge, field dependence/independence, and memory capacity) on achievement in chemistry as measured by tests of lab application, chemical calculations, and content knowledge. Reports the significance of prior knowledge and formal reasoning…
Descriptors: Academic Achievement, Achievement Gains, Chemistry, Cognitive Processes
Accelerating the Development of Formal Thinking in Middle and High School Students IV: Three Years after a Two-Year Intervention.
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Shayer, 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