Difficulties in understanding evolution are often rooted in early childhood, arising from naïve assumptions and cognitive biases. However, literature reviews mainly focus on school and university students' understanding of evolution, with only limited comprehensive reviews on children in early childhood aged up to 7 years. This systematic review…

Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and…

Concept image and concept definition is an important construct in mathematics education. Its use, however, has been limited to cognitive studies. This article revisits concept image in the context of research on undergraduate students' understanding of the derivative which regards the context of learning as paramount. The literature, mainly on…

Data analysis revealed that a post-organizer had a significant facilitating effect on immediate free-recall in a controlled lecture in college statistics, but no effect on immediate content recognition or delayed free-recall. (MP)

Japanese and Thai kindergarten children were shown the same visual displays of moving objects and asked to compare the speed of those moving objects. The results significantly indicated that Thai children's concept of speed is further advanced than that of Japanese children. (MLH)

This document reviews the use of mathematical models of learning for research in the learning of science concepts. Three mathematical models for the representation of concept learning are presented. (SL)

This study was planned to examine differences in the ability to stop and think, and knowledge of comparative concepts, among children who succeeded or failed in solving verbally presented class inclusion problems. Thirty third-grade boys were classified as non-Inclusion subjects, and 30 others as Inclusion subjects. The children were classified as…

Nine children were tested to determine the appropriateness of Piaget's part-whole fraction concept interpretation for both the discrete case and the continuous cases of length and area. (MP)

An algebra test was constructed within a Piagetian framework. Results of a selection of the test items are given and discussed. (MP)

Presents experimental findings that indicate that some number capacity is present in 22-week old infants, long before the onset of verbal counting. Suggests that verbal counting may have precursors present during infancy. (CS)

Differences between cognitive development and social learning theories as they relate to moral development are assessed and an attempt is made to reconcile the points at dispute through the development of an alternate paradigm of the moral development process. Some material from Chinese and American socialization experiences is presented to show…

Examines which conservation type (identity or equivalence), if any, is attained at an earlier age. Findings support Piaget's position that identity and equivalence are concomitant developments. (CP)

This study, conducted with seventh graders, lends support to the Piagetian hypothesis that the development of formal operations is a prerequisite for the effective learning of the proportions concept. (MK)

Points out the fact that Piaget's objections to tests as ways of identifying cognitive structures and processes have been largely ignored in most of the replication studies conducted by English and American psychologists. (PEB)