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Shrigley, Robert L. – Science and Children, 1987
Describes how discrepant events can be employed as a viable teaching strategy. Reviews the theory of cognitive dissonance and provides examples and approaches in its resolution. Offers samples of discrepancy events and unexpected situations. (ML)
Descriptors: Cognitive Processes, Cognitive Structures, Elementary Education, Elementary School Science
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Renner, John W.; Marek, Edmund A. – Journal of Research in Science Teaching, 1990
Discussed is the philosophy of the educational purpose of science education, the science involved, and the relationships of students and learning and students and content. A list of 14 references is included. (CW)
Descriptors: Cognitive Development, Cognitive Structures, College Science, Educational Philosophy
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Thompson, Cathy L. – School Science and Mathematics, 1989
Discusses the advantages of using discrepant events in elementary school science classrooms in terms of motivation and problem solving skills. Describes the materials, procedures, and reasons behind five discrepant activities. (YP)
Descriptors: Cognitive Development, Cognitive Structures, Elementary School Science, Laboratory Experiments
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Cleminson, Andrew – Journal of Research in Science Teaching, 1990
Examined are two aspects of science education--the nature of science and curriculum reform. Contemporary views on the tentative nature of science and a generative model of learning are synthesized. (KR)
Descriptors: Cognitive Processes, Cognitive Structures, Concept Formation, Curriculum Development
Shapiro, Bonnie L. – 1987
This study develops and employs the construct, personal orientation to science learning, to study the processes by which children construct meaning as they learn science in school. The theoretical bases of the thesis are the commitments of a constructivist view of learning and the psychological framework of George Kelly's Personal Construct…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Restructuring, Cognitive Structures
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Saunders, Walter L.; Shepardson, Daniel – Journal of Research in Science Teaching, 1987
Reports on a study designed to examine the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Results indicated that the concrete instruction group had significantly higher levels of performance in science achievement and cognitive development and that males outperformed females. (TW)
Descriptors: Academic Achievement, Cognitive Development, Cognitive Structures, Educational Strategies