Describes an investigation undertaken to evaluate whether or not the Purdue experimental program, through its concrete curricular materials and inquiry-oriented procedures, had been successful in promoting formal reasoning abilities in its students. Results indicated that concrete curricular materials and problems can promote the development of…

Presents the results of two Piagetian conservation tasks administered to high school students. It was found that not many were at the formal operations level. Similar evidence is presented for college students. Concludes that development of formal thought must be a focus of all teachers. (DF)

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)

Introduces biology teachers to the central ideas of Piaget's theory of intellectual development. Also presents a scheme of biology instruction and classroom procedures based on a Piaget-related theory of learning. (PEB)

Primary purpose of schools, according to the author, is fostering intellectual development in all children. (MB)

To broaden and develop reasoning powers in students the teacher should encourage observation, critical questioning of hypotheses, evaluation of conclusions and how they are reached, and propose new avenues of approach to problems. (JD)

This article supports the learning theory and intellectual development model of Jean Piaget as a theory base for science education. (Author/MK)

Examined influence of teaching methods on content achievement of concrete and formal concepts by students differing in level of operational thought and influence of concrete/formal teaching on the intellectural development of students (N=86 grade 9-10 biology students). Methodology, results, conclusions, and implications are discussed. (Author/JN)