This study tested the extent to which student interaction with faculty, student peer teaching situations, student organization involvement, and discussion with diverse others contributed to self-reported learning for students involved in an ethnic-specific or multicultural student organization. The Community College Student Experiences…

The third-year evaluation results of an investigation extending through grade six. Studied performance of the same population, appearing in two previous evaluations, with sex, socioeconomic status, and maturity taken into account. Indicated third grade Science Curriculum Improvement Study (SCIS) children were superior to non-SCIS controls in both…

This study examined the effect of formal and concrete instruction upon science achievement and intellectual development of sixth grade students. Formal instruction, which emphasized oral and written language, included lecture, discussion, oral quizzes, written assignments, reading assignments, films, film strips, written tests, and quizzes.…

Examines the relationships between self-concept and (1) academic achievement, and (2) intellectual development in minority school children utilizing the Stanford Achievement test, Pier-Harris Self-Concept Scale, and seven Piagetian-like tasks. Concludes that self-concept enhancement is more a function of high level thought than low level thought.…

Studied performance of 15 low-socio-economic-status 14 year olds in learning controlled-experiment design and evaluation, and indicated that experimental subjects significantly outperformed matched controls. (CC)

Three assumptions formed the basis for the study: that formal mental operations are expressed by the formation of concepts; that the psychological principle of conservation characterizes the final step in concept formation; and that the attainment of conservation enables the individual to perform the hypothetico-deductive reasoning required for…

Discusses a study that examined which reasoning patterns are necessary for success in high school chemistry. Based on student (N=170) scores from the "Classroom Test of Formal Reasoning," it was revealed that students who use formal reasoning patterns are capable of greater achievement in chemistry. (ML)

Provides evidence to support the conclusion that relationships exist among Piagetian levels of intellectual development, intelligence quotient, content achievement, and inquiry skills in ninth and tenth grade biology students (N=92). (DS)

Examined influence of teaching methods on content achievement of concrete and formal concepts by students differing in level of operational thought and influence of concrete/formal teaching on the intellectural development of students (N=86 grade 9-10 biology students). Methodology, results, conclusions, and implications are discussed. (Author/JN)