Reviews literature on cognitive outcomes of service learning with an emphasis on how convincing the results are to faculty. Explores how self-report measures produce the most consistent positive findings yet are one of the least persuasive measures; other measures based in the cognitive sciences, such as problem-solving protocols, show promise but…

This paper describes the Inventory of Piaget's Developmental Tasks, summarizes the data on its reliability and validity, comments on its usefulness as a quick, paper-pencil test which introductory chemistry instructors might use for assessing cognitive development, and presents data showing how introductory chemistry students scored on it.…

Cognitive levels of 48 university students enrolled in humanities were assessed by Piagetian tasks. Three formal abilities were measured: combinatory, probability, control of variables. Results were analyzed according to school training effect and content of tasks. (Author/MLW)

Presents preliminary findings of results of tests of Piagetian cognitive development to predict success in introductory undergraduate physics courses. Grades were predicted with good success. (SL)

Investigates the prevalence of developmental cognitive differences among college students and the relation of scores on cognitive tests to an objective form of assessment of achievement, namely, the final grade in a conventional physics course. (GA)

Describes recent developments in brain science with implications for persons whose research interests are in science education. Discusses new conceptual models, useful methods and techniques, and how neuroscience paradigms and technologies can be applied to teaching and learning. (JM)

The thought processes of 507 elementary, secondary, and university students engaged in problem-solving situations are examined in this study. Results indicated that pupils who got correct answers often showed incorrect reasoning justifications. No significant sex differences were indicated. (MP)

This paper examines how levels of cognitive development affect participants'"adequateness" or ability to function in adventure groups. Twenty-three women who were newly elected or appointed officers of a university campus sorority participated in the study. Prior to the group experience, participants completed a paragraph-completion exercise to…

One is best able to teach when familiar with student needs and experiences. Cognitive developmental theory can enhance the "art of teaching" and understanding the cognitive stages of student development can help the advisor appreciate a student's perspective. Cognitive theory is translated into useful advising strategies. (MLW)

Investigates the effect that manipulation of the extent of formal reasoning required for solving chemistry problems has upon student performance, and presents a cognitive model for the qualitative analysis of that effect. Concludes that the developmental level of students is the most important predictor of problem-solving success given significant…

Previous investigations on Piagetian cognitive levels among college students both within and across academic disciplines have not addressed the issue of possible differences in cognitive levels between traditional undergraduates and older returning students. Piagetian cognitive levels were studied among traditional- and nontraditional-age college…

Bloom's Taxonomy is reviewed and analyzed in this report; the summative finding being that few educational innovations have had equal impact upon the profession. The taxonomy is first defined with particular attention being paid to "Handbook 1: Cognitive Domain." Various universities' and colleges' use of the taxonomy is described.…

Describes procedures used to measure students' cognitive learning in an American government course. The procedures combined evaluation of instructor effectiveness, teaching efficiency, student learning, and student demographic characteristics. (AV)

Presents data on reasoning abilities of science and non-science majors at one private, liberal arts university. Indicates that most students taking physics are formal operational or into transition to formal reasoning and that six concrete operational students dropped the course. (JN)

Investigated proportional reasoning abilities of 35 college science students using projection of shadows problem while presenting relevant only or relevant/irrelevant information. Field independence was measured using Group Embedded Figures Test. Students in relevant only condition performed significantly better. Degree of field independence…