Acquisition of sentient-nonsentient distinction in 48 children between four- and seven-years-of-age occurred later than animate-inanimate distinction. The children's use of naturalistic or nonnaturalistic explanations depended on the logical nature of events in which objects were involved rather than familiarity with objects themselves. Ability to…

Category theory concept of a commutative diagram was used to construct a model of the way in which symbolic processes are applied to problem solving. It was shown that several different levels of thought can be distinguished within the basic model. Two experiments testing the theory are reported. (Author/RD)

Four-year-olds succeeded in making comparisons between sets of objects when comparison questions called for comparing set with set or subset with subset. However, when comparison questions called for comparing set with subset, the children failed to complete such tasks successfully. (Author/DB)

This paper demonstrates a method for constructing long variables using items that elicit partically correct responses across ages. Long variables may be defined by students at different ages (year levels) attempting common items within a test containing other items considered to be appropriate for each age or year level. A developmental model of…

Investigates effects of an independent variable (grade) on three dependent variables (membership, partial association, and generalization) describing preferential styles of thinking in 1635 pupils, measured by a 16 concept word test. (DS)

Described is a collaborative study between a Year 11 physics teacher and 3 university personnel designed to identify and document the manner in which content knowledge was transmitted in the classroom by the teacher and how this knowledge was acquired by students. The role of the textbook is discussed. (KR)

Analogies are considered an effective method for providing a bridge between unfamiliar concepts and knowledge that students already have. This paper reports a critical analysis of analogies found in chemistry textbooks used by Australian senior high school students and is presented in three sections. The first section of the paper presents the…

Control group students (receiving descriptive, non-inquiry science) and experimental group students (using Science Curriculum Improvement Study-SCIS "Interaction and Systems" materials) were later combined in grade 4 for instruction with SCIS "Subsystems and Variables" materials. Results show similar difficulties in learning…

Interviews with (n=55) children and their teachers in years one, two, and three showed a closer association between knowledge of place value and levels of counting than between levels of counting and the ability to explain the counting sequence. (13 references) (MKR)

This research assessed Australian high school students' understanding of light, developed materials to conceptual change with respect to the concept, and evaluated the effectiveness of teaching strategies utilizing the materials. After instruction, students were able to construct significantly more scientifically acceptable answers. An appendix…

Reports on a study in which children aged 7 to 9 years and 11 to 13 years were asked to judge which one out of three wooden blocks would float, given weight and volume information for each block relative to a block that was known to float. Indicates that judgments may have been based on the size-weight illusion. (HOD)

The manual for the Boehm Test of Basic Concepts-Revised (1986) is reviewed. The test measures a child's knowledge of relational concepts. The revised version, eliminating some imperfections of the original, will continue to be a useful test of verbal concept acquisition. Cautions necessary while using the test are discussed. (SLD)

Reports on the results of a study done in Australia in which students in grades 5, 7, 9, and 11 were given word association tests and were asked to react to photographs in an effort to determine their environmental knowledge and attitudes. Lists the key words used as the stimuli. (TW)

Focuses on the language used in mathematics instruction and the ways in which teachers assist students in constructing the formal language of mathematics. Strategies to help students connect vocabulary with mathematical concepts include using teacher modeling, writing, cooperative learning, and having students define words in their own language.…

Videotaped interviews of 29 Australian students from grades 1-3 were analyzed to assess and compare the processing loads of mathematical representations and strategies used by teachers and children to learn the concept of place value. Results indicated that some representations and strategies impose an unnecessary processing load that can…