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Ceylan, Özge; Yigit, Elif Atabek – Science Education International, 2018
In this study, the use of concept cartoons in a particle structure of matter unit was investigated using the flow map of 7th-grade students' academic achievement. The development of their cognitive structures and thoughts about concept cartoons was analyzed. 27 experimental and 27 control group students who were studying in the 7th grade…
Descriptors: Cartoons, Teaching Methods, Scientific Concepts, Concept Formation
Kinchin, Ian M. – Journal of Biological Education, 2010
The consideration of threshold concepts is offered in the context of biological education as a theoretical framework that may have utility in the teaching and learning of biology at all levels. Threshold concepts may provide a mechanism to explain the observed punctuated nature of conceptual change. This perspective raises the profile of periods…
Descriptors: Biology, Concept Formation, Models, Academic Achievement
Schecter, Chen – Journal of School Leadership, 2008
The professional expertise of educational leaders has been defined through the lens of problem-solving processes. Problem-based learning has therefore become an increasingly popular instructional approach in principal preparatory programs. As such, this study represents an initial attempt to explore learning from success (i.e., success-based…
Descriptors: Principals, Problem Based Learning, Problem Solving, Data

Smith, Lyle R. – Journal of Experimental Education, 1985
High school students of various ability levels were presented economics concepts lessons, varied according to their organization or structure. Test questions over concept ranged from simple recall of information to application of economics principles. Students scored generally higher when they were presented highly structured lessons. (LMO)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Cognitive Development, Cognitive Structures
Cunningham, Lois V.; Cunningham, James J. – 1990
To determine if a significant relationship exists between the conceptual systems of principals and academic achievement, nine hypotheses were formulated stating that there is no statistically significant relationship between student achievement and the complexity of school environment, emphasis on academic achievement, professional training…
Descriptors: Academic Achievement, Administrator Characteristics, Administrator Effectiveness, Cognitive Structures
O'Donnell, William J.; Endsley, Glenn J. – 1986
This study focuses on the possible relationships between cognitive preference scores of algebra students and level of algebra, sex, and performance rank in algebra classes. The sample consisted of 162 students from a high school in the Denver area. The instruments used were the Cognitive Preference Test: Mathematics (Revised) (CPTM) and the…
Descriptors: Academic Achievement, Achievement Rating, Algebra, Cognitive Structures
Hanclosky, Walter V. – 1986
Two studies were conducted to compare the advance organizer and concept elaboration models of instruction with a task analysis approach. It was hypothesized that the concept elaboration group would achieve significantly higher than either the advance organizer group or the task analysis group on concept learning and principle learning. A pilot…
Descriptors: Academic Achievement, Advance Organizers, Analysis of Variance, Cognitive Structures
Bettencourt, Antonio – 1989
An overview is presented of the epistemology of the three types of constructivism. Criticized is another interpretation of constructivism; it is stated that this interpretation is trivial, cognitively abridged, and disrespectful of students' capacities, creativity, and imagination. Constructivism has to go beyond saying that knowledge is…
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Development, Cognitive Processes

Cohen, Herbert G. – School Science and Mathematics, 1992
Presents a study to examine the effects of a verbal teaching strategy versus a strategy providing instruction using activities and manipulatives in four seventh grade earth science classes with students of varying cognitive abilities (n=83). Results indicate that students with more cognitive structures perform better and that using manipulatives…
Descriptors: Academic Achievement, Cognitive Development, Cognitive Measurement, Cognitive Structures