In an investigation of 1-year-olds' ability to plan a sequence of steps, 20 infants were administered a compound means-ends problem. In a planning condition, a barrier was placed in front of a cloth at the far end of which was placed one end of a long string. A toy was fastened to the other end of the string and was placed on a table at some…

Discusses some results of the CSMS test which provides information for teachers on students' levels of understanding in secondary school mathematics, including comparison with a Piagetian task, identification of misconceptions, and description of naive strategies. (MKR)

In studying the historical development of early years provision, a clear factor in raising its profile was the growth in scientific study of children, especially the reception and interpretation of Piaget's research. For an understanding of how the mediation of new thinking and new discoveries influenced students and teachers, textbooks provide an…

Assessed the science process skills and the Piagetian development level of about 90 secondary school students in years 7, 8, and 9. Found only a simple two-level hierarchy (basic and integrated) of process skills. Found considerable overlap between science process skills and Piagetian development level. (28 references) (Author)

Provides descriptions and background information on: the use of workcards; Piaget and science curriculum analysis; a case for integrated science; the mechanism of aqueous bromination; integrating science/mathematics with language arts; and energy education. (ML)

Considers the contribution psychology has made to understanding the way children learn science. Reviews the work of Piaget and the subsequent application of his theories to understanding science teaching and learning. Contains 150 references. (DDR)

Addresses some criticisms of the Cognitive Acceleration through Science Education (CASE) project. Offers a different description of the CASE teaching method and presents evidence from the program. Contains 20 references. (Author/WRM)

This paper explores the discourse on nursery education in Great Britain. The provision of nursery education in the 1990s is in a vulnerable position, due to the changing nature of the family in society and to the lack of strong justification for its existence in the face of government intervention. A schism exists concerning the need for…

Describes an analysis of test items used to measure the science process skills of 11-year-olds in Great Britain. Concludes that the level of cognitive demand was a reliable predictor of the difficulty of an item. (TW)

To test whether gains in cognitive development can be accelerated, an intervention model was used to give pupils special lessons in science, using ideas of cognitive conflict, metacognition, and bridging in the context of formal operations. Found that intervention led to substantial and long-lasting increased achievement in science, mathematics,…