Addresses whether college chemistry instruction should begin at the concrete level of Piagetian cognitive development and what procedures can be used to induce abstract or formal thinking among those students who have not progressed beyond the concrete level. (CS)

The intellectual development of students as defined by Piagetian theory is discussed with the implications that the theory and recent research results may have for teaching science. Recommended is conducting small, carefully planned investigations that will lead to a better understanding of: (1) what concepts cause problems and why; (2) what…

Investigated outcomes of the use of the learning cycle, which divides instruction into the Piagetian phases of exploration, invention, and discovery in general college chemistry laboratory experiments. Differences between concrete and formal operational students were explored in students' ability to master chemistry material varying in cognitive…

Assessed Venezuelan college freshmen's (N=709) level of formal or concrete operations and its correlation with performance in various courses. Findings show 84 percent were concrete; achievement in chemistry had the highest correlation with formal operations, and decreasing correlations occurred with mathematics, biology, biology lab,…

Approximately 500 nonscience major university chemistry students were surveyed to record their interpretations of specific chemical symbolism before presenting modern concepts of atomic and molecular structure, in an attempt to understand the thought processes entering students use as they interpret symbolism. Results are reported and discussed.…

Reviewed is research concerning cognitive development of entering college students; the implications for teaching biology and evaluating instructional materials are discussed. (SL)

Briefly reviews Piaget's theory of cognitive development and explains why students who are not formal operational have difficulty with chemical concepts. (MLH)

Nine undergraduate science and non-science majors (novices) who had recently completed their first college classroom study of genetics and seven genetics graduate students and biology instructors (experts) were videotaped as they attempted to solve a selected group of seven moderately complex classifical genetics problems and three Piagetian tasks…

Cites reasons for the formation and continuance of the Intellectual Development Project ( IDP). The impact of IDP research is described. (CP)

Describes an experiment in which physics students were assigned to groups according to Piaget's stages of cognitive development and members of each group were asked to solve an elementary mechanics problem. Analysis revealed that the majority of students, those who were not operating at a formal level of development, may have done more harm than…

The purposes of this study were: (1) to evaluate the effectiveness of audio-tutorial (A-T) instruction and (2) to identify, classify and study differences in problem solving approach using a theoretical framework derived from the ideas of D. P. Ausubel. Seventy of 420 students taking a college introductory non-calculus physics course used A-T…

Supports the hypothesis that a student must engage a subject in a manner appropriate to his or her present stage of development if he or she is to advance to the next stage of development. Advocates the practice of having introductory physics students observe physical phenomena while they are manipulating equipment in order to foster cognitive…

Reports the results of a study designed to measure any changes in the Piagetian level of intellectual functioning of students after taking one introductory college physics course for one semester. No developmental progress was found as a result of taking such a course. (Author/GA)

Describes a remedial physics laboratory course for students operating at the concrete Piagetian level of cognitive development. (SL)

Reports results of a study comparing Piagetian level of cognitive development and final course grades for 338 college physics students. Cognitive development is measured via a group questionnaire. Results indicated the correlation between final grade and measured cognitive development was low. (SL)