Descriptor
| Cognitive Development | 2 |
| Elementary School Science | 2 |
| Formal Operations | 2 |
| Textbook Evaluation | 2 |
| Textbook Research | 2 |
| Textbooks | 2 |
| Concept Formation | 1 |
| Concept Mapping | 1 |
| Elementary Secondary Education | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
Education Level
Audience
| Practitioners | 2 |
| Administrators | 1 |
| Policymakers | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedScruggs, Marie M. – Science and Children, 1988
Reviews recent research addressing the problem of matching students' cognitive levels to science textbooks. Suggests that most texts are written above the level of the students for whom they are written. Promotes experiential learning at the middle level and concentration on "right thinking" rather than on "right answers." (CW)
Descriptors: Cognitive Development, Elementary School Science, Elementary Secondary Education, Formal Operations
Peer reviewedStaver, John R.; Bay, Mary – Journal of Research in Science Teaching, 1989
Examines 11 elementary science texts in terms of conceptual structure and reasoning demands using concept maps. Reports that (1) the conceptual structures vary widely across texts; (2) most of the structures are well defined; and (3) the reasoning demands are above the developmental capabilities of most of primary-level children. (Author/YP)
Descriptors: Cognitive Development, Concept Formation, Concept Mapping, Elementary School Science
