Examined college students' logical reasoning ability using the Test of Logical Thinking (TOLT) as a major predictor of science acheivement. Reports an improvement on each of the subscale scores, and a significant correlation with four science subjects on both pre- and post-TOLT scores. (YP)

Describes a science experiment that gives students experiences with the float-sink phenomena and allows them to practice what Piaget called formal operational thinking. The goal of the experiment is to determine some of the variables responsible for cans of soda sinking or floating. (TJQ)

Misconceptions, shown to be prevalent in students even at the college level, may affect the cognitive process of making predictions in biology. The purpose of this study was to: (1) identify students' misconceptions about important biological concepts; (2) identify students' cognitive behaviors associated with making predictions about these…

Reviews the theoretical framework of instructional programs and the emphasis on enhancing formal reasoning ability. Investigates the effect of an instructional program using inquiry-based learning in pre-service science teacher education students. Reports that the promotion of formal reasoning abilities may be achieved through the five-phase…

Discusses a study that examined which reasoning patterns are necessary for success in high school chemistry. Based on student (N=170) scores from the "Classroom Test of Formal Reasoning," it was revealed that students who use formal reasoning patterns are capable of greater achievement in chemistry. (ML)

Developmental assumptions that are frequently regarded as constraints on elementary school science curricula are analyzed. The argument that elementary school children cannot function as experimentalists because they have not yet attained formal operational thought is not supported by the Piagetian or non-Piagetian research reviewed. (SLD)

While logical reasoning skills are related to success in science, the relationship between thought and formal logic is not clear. Propositional Logic Test (PLT), error patterns of students' interpretations of logical proposition, and developmental patterns of the error type are described. Examined is the relationship between logical reasoning…

A large proportion of college students majoring in science are unable to translate even simple sentences into algebraic equations. Given the following sentence, "There are six times as many students (S) as professors (P) at this university," 37% of 150 freshmen engineering students in a study conducted in 1981 by Clement, Lockhead, and Monk wrote…

This paper describes a study designed to investigate the development of scientific reasoning or logical thinking patterns of South Korean secodary school students. The scientific reasoning or logical thinking patterns were categorized into patterns of logic such as seriation, combinations, proportion, control of variables, probability, and…

A teaching procedure and a curriculum construction model known as the learning cycle is described in this paper and research findings are discussed. Questions investigated include: (1) would students achieve more content understanding if taught with the learning cycle or exposition?; (2) would more content retention be evident if measurements were…

In an attempt to accelerate the development of formal operations in average young adolescents, up to 30 intervention lessons relating to all formal schemata were given by science teachers, over a period of 2 years, to classes in eight British schools. Boys starting the program aged 12 years-plus showed a pre-test, post-test effect size on…

The purpose of this descriptive study was to investigate the developmental patterns in logical reasoning of students in grades 6-10 over a span of 20 months. The Group Assessment of Logical Thinking (GALT) was administered to the sample (N=84) during the fall of 1986, the fall of 1987, and the spring of 1988. The GALT measures six reasoning modes:…

Reports on a study intended to establish a relationship between the M-space (mental energy) and the M-demand (the variable difficulties of Piagetian tasks presumed to entail the same logical structure) of different items of general chemistry. Recommends that chemistry teachers consider the role of cognitive factors in determining student success.…

Describes a study which was designed to determine the effect of a 25-hour introductory qualitative analysis course on high school students' understanding of formal concepts related to electrolytes. Suggests that introductory concrete experiences better prepare students to deal with more formal abstract concepts. (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,…