Examined college students' logical reasoning ability using the Test of Logical Thinking (TOLT) as a major predictor of science acheivement. Reports an improvement on each of the subscale scores, and a significant correlation with four science subjects on both pre- and post-TOLT scores. (YP)

Misconceptions, shown to be prevalent in students even at the college level, may affect the cognitive process of making predictions in biology. The purpose of this study was to: (1) identify students' misconceptions about important biological concepts; (2) identify students' cognitive behaviors associated with making predictions about these…

Reviews the theoretical framework of instructional programs and the emphasis on enhancing formal reasoning ability. Investigates the effect of an instructional program using inquiry-based learning in pre-service science teacher education students. Reports that the promotion of formal reasoning abilities may be achieved through the five-phase…

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…

Developmental assumptions that are frequently regarded as constraints on elementary school science curricula are analyzed. The argument that elementary school children cannot function as experimentalists because they have not yet attained formal operational thought is not supported by the Piagetian or non-Piagetian research reviewed. (SLD)

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)

While logical reasoning skills are related to success in science, the relationship between thought and formal logic is not clear. Propositional Logic Test (PLT), error patterns of students' interpretations of logical proposition, and developmental patterns of the error type are described. Examined is the relationship between logical reasoning…

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)

This paper describes a study designed to investigate the development of scientific reasoning or logical thinking patterns of South Korean secodary school students. The scientific reasoning or logical thinking patterns were categorized into patterns of logic such as seriation, combinations, proportion, control of variables, probability, and…

A teaching procedure and a curriculum construction model known as the learning cycle is described in this paper and research findings are discussed. Questions investigated include: (1) would students achieve more content understanding if taught with the learning cycle or exposition?; (2) would more content retention be evident if measurements were…

The purpose of this descriptive study was to investigate the developmental patterns in logical reasoning of students in grades 6-10 over a span of 20 months. The Group Assessment of Logical Thinking (GALT) was administered to the sample (N=84) during the fall of 1986, the fall of 1987, and the spring of 1988. The GALT measures six reasoning modes:…

Reports on a study intended to establish a relationship between the M-space (mental energy) and the M-demand (the variable difficulties of Piagetian tasks presumed to entail the same logical structure) of different items of general chemistry. Recommends that chemistry teachers consider the role of cognitive factors in determining student success.…

Previous research concerning the cognitive abilities of high school students has indicated that a substantial number of students enrolled in secondary science courses do not conceptualize at the formal-operational level. Further, results indicate that achievement levels in chemistry coursework are significantly affected by, not only cognitive…

Describes a study which was designed to determine the effect of a 25-hour introductory qualitative analysis course on high school students' understanding of formal concepts related to electrolytes. Suggests that introductory concrete experiences better prepare students to deal with more formal abstract concepts. (TW)

Higher order cognitive development and success in the study of high school mathematics and science require an understanding of rational number concepts and facility with proportional reasoning and computation. Proportional reasoning is an essential schema for developing formal operational thought. This study involving 16 ninth-grade students was…