This article follows the culmination of the scientific thought of the neurobiologist Christfried Jakob (1866-1956) during the later part of his career, based on publications from 1930 to 1949, when he was between 64 and 83 years of age. Jakob emphasized the necessity of bridging philosophy to the biological sciences, neurobiology in particular.…

This paper addresses some methodological issues concerning traditional linear approaches and shows the need for a paradigm shift in education research towards the Complexity and Nonlinear Dynamical Systems (NDS) framework. It presents a quantitative piece of research aiming to test the nonlinear dynamical hypothesis in education. It applies…

According to the intuitive rules theory, students are affected by a small number of intuitive rules when solving a wide variety of science and mathematics tasks. The current study considers the relationship between students' Piagetian cognitive levels and their tendency to answer in line with intuitive rules when solving comparison tasks. The…

These proceedings contain papers of the 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019) held in Šiauliai, Lithuania, June 17-19, 2019. This symposium was organized by the Scientific Methodical Center "Scientia Educologica" in cooperation with the Institute of Education, Šiauliai University. The…

In his last book, "Toward a Logic of Meanings" (Piaget & Garcia, 1991), Jean Piaget describes how thought can be categorized into a form of propositional logic, a logic of meanings. The intent of this article is to offer this analysis by Piaget as a means to understand the language and teaching of science. Using binary propositions, conjunctions,…

The authors of the three papers in this issue discuss and analyze the practice underlying "critical exploration," a research pedagogy applied in common within their separate art, science, and teacher education classrooms. Eleanor Duckworth developed critical exploration as a method of teaching by involving students so actively and reflectively…

A comparison of the theories of Jean Piaget and William Perry (using individual interviews with college students) shows that the two theories outline different and independent processes for assessing intellectual development. (JN)

Revisits the basics of Piaget's theory, a psychological theory of intellectual development. Discusses Piaget's theory from the perspective of learning science, especially chemistry. (ASK)

In this defense of Piagetian constructivism, sociocultural constructivism is critiqued as nihilistic, culturally relative, and dangerous when placed in the context of real science classrooms. (PR)

The study was designed to allow the investigation of the following research questions: (1) What are the magnitude and direction of measurable significant differences in meaningful learning orientation and meaningful understanding of physics concepts between students with learning cycle (LC) instruction and those with meaningful verbal reception…

Sex-related differences on Piagetian horizontality (water level) and verticality (plumb line) tasks were examined by testing 64 college students. Results showed that college-aged males and females generally did not differ in spatial competence although they may be differentially influenced by task content. Implications for theory and practice are…

Concludes that Pascual-Leone's theory extends Piaget's negative heuristic by introducing antecedent variables and at the same time enriches the positive heuristic by introducing metasubjective task analysis, which leads to a progressive problemshift. (Author/PR)

Considers substance identity and pupils' interaction with the scientific idea of melting and boiling behavior as a means for identification and assessment of purity. Presents evidence that suggests that children do not naturally have a concept of substance identity that allows them to recognize chemical change as a possibility. (Contains 31…

Argues that the Piaget's epistemic subject is not supported by evidence and contains weaknesses. Concludes that the epistemic subject is dead and that continued acceptance of this aspect of Piagetian theory would be counterproductive. (PR)

Purpose: Research on the nature of blended learning and its features has led to a variety of approaches to the practice of blended learning. The purpose of this paper is to provide an alternative practice model, the TSOI hybrid learning model (HLM) to enhance the blended learning experiences in science education. Design/methodology/approach: The…