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A Hypothetico-Deductive Theory of Science and Learning
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Steven T. Kalinowski; Avital Pelakh – Journal of Research in Science Teaching, 2024
This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The…
Descriptors: Epistemology, Science Education, Scientific Research, Taxonomy
The Relationship between Student Success in Introductory University Chemistry and Approaches to Learning outside of the Classroom
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Sinapuelas, Michelle L. S.; Stacy, Angelica M. – Journal of Research in Science Teaching, 2015
The study reported here examines the learning approaches adopted by students enrolled in introductory chemistry at a public university. To evaluate learning approaches, a group of 61 students enrolled in the course were interviewed at three time-points during the semester, specifically to ascertain how they prepared for the exams. From these…
Descriptors: Chemistry, College Science, College Students, Introductory Courses
College Chemistry Students' Mental Models of Acids and Acid Strength
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McClary, LaKeisha; Talanquer, Vicente – Journal of Research in Science Teaching, 2011
The central goal of this study was to characterize the mental models of acids and acid strength expressed by advanced college chemistry students when engaged in prediction, explanation, and justification tasks that asked them to rank chemical compounds based on their relative acid strength. For that purpose we completed a qualitative research…
Descriptors: Prediction, Organic Chemistry, Models, Mental Computation
A Secondary Reanalysis of Student Perceptions of Non-Traditional Writing Tasks over a Ten Year Period
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McDermott, Mark A.; Hand, Brian – Journal of Research in Science Teaching, 2010
This study aims to add to the growing research related to the implementation of non-traditional writing tasks in classrooms to encourage science literacy. A secondary reanalysis methodology was employed to review student interviews collected as a part of several individual studies during a ten year research program. This method established an…
Descriptors: Foreign Countries, Scientific Literacy, Transcripts (Written Records), Coding
Training for the Acquisition and Transfer of the Concept of Proportionality in Remedial College Students
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Shyers, Joan; Cox, David – Journal of Research in Science Teaching, 1978
Examines conditions for the acquisition of the proportionality concept and attempts to improve the ability of remedial college students in an urban university to solve proportions. Specifically, the study was designed: (1) to observe the acquisition of the proportionality concept through training on the operations of group-structured tasks, and…
Descriptors: Abstract Reasoning, College Students, Educational Research, Higher Education
Theoretical Framework and Empirical Evidence of Students' Cognitive Processes in Three Dimensions of Content, Complexity, and Time
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von Aufschnaiter, Claudia; von Aufschnaiter, Stefan – Journal of Research in Science Teaching, 2003
In the literature, learners' cognitive development is mainly discussed with respect to changes in learners' content-dependent knowledge (conceptual change or growth). Additional dimensions of time and complexity may also be taken into account to describe cognitive processes in at least three dimensions. We discuss these three dimensions of…
Descriptors: Cognitive Development, Advanced Students, Cognitive Processes, Cognitive Structures