High school students in South Australia were administered in group fashion the pendulum and the chemical color change developmental tasks. The major conclusion of this study is the fact that it is possible to translate into group form, administer, and assess rapidly and with considerable reliability Piagetian problem indicators of developmental…

A sample of 108 eight-grade students using Intermediate Science Curriculum Study (ISCS) were tested with four Piagetian tasks: two tasks were related to ISCS concepts, two were not. Concludes that no students were formal operational, most were concrete operational, and most performed better on the non-ISCS related tasks. (MLH)

Students were classified as formal or concrete-operational using a battery of Piagetian tasks, a biology content examination, and a nonscience content examination. Based on the results it was concluded that Piagetian tasks are relatively content-free and can serve as realistic indicators of concrete and formal thinking abilities. (MLH)

Studied was the performance of four Piagetian tests for formal reasoning by students between the ages of 9 and 15. Concluded that boys performed better than girls. (MLH)

Secondary science students were tested, using Piagetian tasks to determine their level of intellectual development, and then tested on scientific concepts classified as concrete or formal. Results showed significant multiple correlations between the scores on the tasks and the subject matter tests. (MLH)

Found that the following variables significantly affected the students' performance of a task involving science skills: type of rule and number of attributes used in the prediction task, and whether the student was given a verbal description of the rule to be used. (MLH)

Compares the cognitive levels of groups of high school biology students, freshman physics students, and senior science students by testing them with two Piagetian tasks. Examines correlations between cognitive levels and other measures such as SAT scores. (MLH)

A sample of 228 elementary school children in a large eastern city was administered tasks which tested visual perceptions of solid objects, and photographs and drawings of these objects. Results showed that children in grades one, four, and six demonstrate a tendency to perform more efficiently on observation and comparison tasks employing solid…

This investigation explored the relationship between scholastic grades in science in junior and senior high school students and ability of students to perform formal operational tasks. The findings indicated that at certain grade levels and in certain subject areas, public school science students who demonstrate formal operational logic tend to…

The efficacy of small group instructional programs in classificatory, seriation, and combined class/series skills was evaluated for a sample of 60 urban, middle-class, 4- to 5-year-old children in a transfer of training design. Significant curriculum-specific transfer effects were found for the seriation instructional condition, whereas little…

Several tasks were developed to investigate adolescents' ability to see correlations in data and to test hypotheses. Emphasis was placed on methodology: do students clearly understand the problem and do the tasks tap the skills they claim to? The 20 ninth-grade and 20 eleventh-grade boys and 15 college freshmen were tested. Most students did…

Using a pegboard and different colored pegs, students were able to visualize mathematical concepts, generate and solve problems, and test hypotheses. Illustrations included. (MA)

The conceptual views of homeostasis held by students (n=300) in seventh grade life science, tenth grade biology, and college zoology were examined. A biographical questionnaire, the results from two Piagetian-like developmental tasks, and a concept evaluation statement of homeostasis were collected from each student. Understanding of the concept…

The purpose of this study was to develop a paper-pencil test of Piagetian levels of proportional thinking for junior high school students in the context of physical science. Two thousand twenty-seven students were tested to develop the instrument and the description of its characteristics. The final form consisted of 24 items with four subtests…

Explored was the relationship between performance and gender for junior- and senior-high students (N=108) on six Piagetian-type tasks developed to measure infralogical spatial groupings. Results indicated a significant relationship between performance and gender on four tasks, in which males outscored females. Implications for science teaching are…