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| Science Education | 8 |
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| Dawson, C. J. | 1 |
| Hill, D. M. | 1 |
| Kellett, Natalie C. | 1 |
| Lawson, Anton E. | 1 |
| Milkent, Marlene M. | 1 |
| Novak, Joseph D. | 1 |
| Obenauf, P. A. | 1 |
| Rowell, J. A. | 1 |
| West, Leo H. T. | 1 |
| Wheatley, G. H. | 1 |
| Wright, Emmett L. | 1 |
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| Journal Articles | 5 |
| Reports - Research | 2 |
| Reference Materials - General | 1 |
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| Australia | 2 |
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Peer reviewedRowell, J. A.; Dawson, C. J. – Science Education, 1977
Questions Piagetian theory that dismisses the idea of accelerating cognitive development through classroom activities. (CP)
Descriptors: Cognitive Development, Concept Formation, Educational Research, Elementary Secondary Education
Peer reviewedLawson, Anton E.; And Others – Science Education, 1975
Describes an investigation of 35 secondary school students to examine the relationship among scores on 10 Piagetian tasks used to assess levels of concrete and formal reasoning and problem solving abilities and scores on a standardized reading examination used to measure reading ability. (Author/GS)
Descriptors: Educational Research, Educationally Disadvantaged, Intellectual Development, Learning Theories
Peer reviewedMilkent, Marlene M. – Science Education, 1977
Encourages the examination of incorrect responses given by students to questions in the belief that the responses will reveal information concerning subjects' logical thinking and concept-forming abilities. College students' incorrect responses to physical science questions are analyzed. (CP)
Descriptors: College Science, Concept Formation, Elementary Secondary Education, Higher Education
Peer reviewedWheatley, G. H. – Science Education, 1991
In this article, constructivism is examined as an epistemological basis for school science and mathematics instruction. The nature and process of constructing scientific and mathematical knowledge in school settings is also considered. A distinction is made between truth and feasibility, and the implications for science education are discussed.…
Descriptors: Concept Formation, Cooperative Learning, Elementary Secondary Education, Learning Theories
Peer reviewedWest, Leo H. T.; Kellett, Natalie C. – Science Education, 1981
Tests the applicability of Ausubel's theory to the meaningful learning of intellectual skills. Results of three studies of high school students indicate that advance organizers enhance learning of skills related to solubility product problems. This effect was removed if prior teaching in relevant background knowledge was included. (Author/WB)
Descriptors: Advance Organizers, Chemistry, Cognitive Processes, Learning Processes
Peer reviewedNovak, Joseph D.; And Others – Science Education, 1983
Investigated use of concept and Vee-mapping strategies with regular seventh- and eighth-grade science students (N=155), focusing on changes in student acquisition of science knowledge and problem-solving performance. Includes methods of teaching Vee mapping, evaluating the maps, anectdotal records of Piagetian clinical interviews, findings, and…
Descriptors: Cognitive Mapping, Cognitive Processes, Concept Mapping, Epistemology
Peer reviewedHill, D. M.; Obenauf, P. A. – Science Education, 1979
Investigated was the relationship between spatial visualization and cognitive development in a sample of 88 Australian freshman teacher education students. Results support the hypothesis that enhanced capacity to visualize is an outcome of overall cognitive development. (HM)
Descriptors: Cognitive Development, College Students, Educational Research, Elementary School Science
Peer reviewedWright, Emmett L. – Science Education, 1979
Investigates the effect of intensive instruction in cue attendance upon the ability of preservice elementary science methods students to solve paper-and-pencil reasoning tests that require a form of formal operation thought. (Author/HM)
Descriptors: Cognitive Development, Cognitive Tests, College Students, Cues
