This paper discusses the nature of cognitive research and its implications for learning and teaching science. In addition to needing adequate financial support, active involvement of scientists and educators, and education of teachers, two other factors should loom large in the development of new instructional materials in science and in the…

Abstracts and abstractors' critiques are presented for six studies dealing with concept formation and misconceptions and for five studies dealing with cognitive development. The first six studies investigated: children's naive conceptions of the human body; students' understanding (or misunderstanding) of states of matter and density changes; the…

A recently developed and validated group assessment instrument, the Piagetian Logical Operations Test (PLOT), is described focusing on how teachers can use PLOT in improving learning in science classrooms. PLOT is an untimed 51-item instrument consisting of 13 content, 18 decision, and 20 reason items. (MP)

Science and mathematics reform standards call for inquiry teaching methods that enable students to contribute their own ideas and to pursue their own investigations. Inquiry involves activities and skills that focus on the active search for knowledge of understanding to satisfy a curiosity. This publication is intended to furnish K-12 teachers…

Uses Laudan's model of scientific change to obtain corresponding features on conceptual change in science learning. Discusses some practical consequences for science education. (MDH)

Synthesizes current thought in neuropsychology, philosophy of cognition, and science education. Suggests that dualistic views and those based solely on biological structural-functional analyses may be insufficient to explain the active role of the learner. Presents 10 principles of neurocognition as a context for analysis of learner-centered…

Presented are abstracts for most of the papers presented at the 54th annual conference of the National Association for Research in Science Teaching (NARST), held at Grossinger's in the Catskills, April 5-8, 1981. Papers relate to learning in museums, classroom behavior, cognitive development, male-female differences, diagnostic testing, research…

Assisting students in the development of their ability to think has long been a basic goal of education. Creative thinking and critical thinking have been defined jointly as higher-order thinking based on fact and logic, insight and empathy; they are seen as necessary for problem solving, invention, and achievement. Because the primary goal of…

Describes five stages of children's understanding about energy, reflecting an interaction between what they learn at school and their outside knowledge. Suggests a new approach for teaching the second law of energy, comparing it with the more traditional approach. (DC)

This second part of a review on teaching science to middle school students notes Piagetian ideas related to the learning of these students and focuses on the curriculum and needs of students. (MNS)

Presents results of longitudinal study of secondary school students. Focuses on the relationship between students' cognitive development and the understanding of dynamics. Shows that majority of younger pupils show little or no cognitive progress during three-year period whereas older pupils make reasonable progress. Concludes that different…

Outlines the rationale, resources, and techniques for teaching K-12 physical science via toys. Includes 65 references and a list of 9 mail order suppliers of scientific toys. (MDH)

The relationship of Piagetian cognitive modes and integrated science process skills is explored in this study. Specifically, this investigation focused on identifying the hierarchical relationship among Piagetian cognitive modes and integrated science process skills for different Piagetian cognitive reasoning levels and to determine if positive…

Reviewed are several pertinent research articles dealing with cognitive development, Piaget's theories, and science instruction, especially those that relate to procedures that can be implemented by classroom teachers. The research findings on developmental levels of Piaget discuss: (1) tasks that indicate a change from preoperational to concrete…

Offers perspectives on how conceptual changes actually take place in students. Proposes that elements of Kuhn's concept of scientific paradigms and Wittgenstein's concept of the "language-game" be considered in an analysis of conceptual change. Explains how components of these models relate to science learning. (ML)