Analyzes the meaning of Piaget's concept of abstraction and provides discussion of some of its shortcomings. (HM)

The first part of this publication is a study of students' math skills and logical abilities and their success in an introductory college chemistry course. A 29-item instrument was developed and administered to 343 students. Test scores for students who received either A or B in the course were compared with scores for those who received either D…

Comments on the study of Mali and Howe (1979) which used the work of Nussbaum and Novak to examine the notions that Nepali children hold about the earth. (HM)

The relationship of Piagetian cognitive modes and integrated science process skills is explored in this study. Specifically, this investigation focused on identifying the hierarchical relationship among Piagetian cognitive modes and integrated science process skills for different Piagetian cognitive reasoning levels and to determine if positive…

Addresses some criticisms of the Cognitive Acceleration through Science Education (CASE) project. Offers a different description of the CASE teaching method and presents evidence from the program. Contains 20 references. (Author/WRM)

This study was designed to examine effects that access to manipulatives in science instruction have with respect to the development of spatial conceptual abilities and whether the effects were different for males and females. A secondary purpose of this investigation was to examine what relationship sex and access to manipulatives in conjunction…

Interviews and classroom observations were used to evaluate the Solutions unit of the MATAL Elementary Science Curriculum Project. Both techniques were found to contribute insightful information about the reasoning strategies and learning difficulties of the students. (BW)

Many educators assert that the acquisition of thinking skills by students is of primary importance to science education today. This study was designed to examine the effect of an instructional approach on achievement in science process skills when compared to a more conventional method of science instruction. The DIAL(SPS)2, a directed approach to…

Reexamines the traditional role of observation in science and science education. Proposes that since observation is based on some view of the world, it is not innocent and unbiased, but theory-dependent. Discusses possible implications for the science curriculum when reconsidering the role and status of observation in science. (TW)

Considers an aspect of children's thinking and learning: the set of beliefs or expectations they hold about the way natural phenomena occur and how they affect the sense pupils make of experiences we give them in science classes. Implications for instruction are addressed. (Author/SK)

Examined relationship between cognitive requirements of two chapters of a physics textbook for biology/pre-med students and their ability to use prerequisite reasoning skills required for its understanding. An average of 42 percent of students tested did not consistently use reasoning skills required to understand text concepts. Discusses tests…

Level of operational thinking required (cognitive demand) for concepts or problems and test items on the mole concept was determined and compared to the Piagetian levels of thinking of 71 students. Pupil cognitive level was positively associated with overall unit test scores and with percent success on all test items. (Author/SK)

Abstracts of most of the papers presented at the 57th Annual Meeting of the National Association for Research in Science Teaching (NARST) have been collected in this publication. Papers focus on such areas as cognitive structure, development of scientific literacy in secondary schools, science teaching as a career, improving science teaching,…

Investigated concept development related to particulate theory of matter in 130 children (ages 8-12) in two contrasting Warwickshire middle schools. Results are set against background policies/practices in science teaching as revealed by responses from teacher questionnaires (N=60) and analysis of several science curricula. (JN)

Originally developed in an elementary science program called the Science Curriculum Improvement Study, the learning cycle (LC) teaching approach involves students in an active learning process modeled on four elements of Jean Piaget's theory of cognitive development: physical experience, referring to the biological growth of the central nervous…