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Download full textNiaz, Mansoor; Robinson, William R. – 1991
It has been shown previously that many students solve chemistry problems using only algorithmic strategies and do not understand the chemical concepts on which the problems are based. It is plausible to suggest that if the information is presented in differing formats the cognitive demand of a problem changes. The main objective of this study…
Descriptors: Algorithms, Chemistry, Cognitive Development, Cognitive Style
Sleeman, Derek H. – AEDS Monitor, 1985
Reports results obtained when 24 14-year-old students were presented with algebra tasks by a computer-based modeling system and, four months later, comparable paper and pencil tests together with detailed interviews. Comparison of the results revealed profound misunderstandings of algebraic notation and identified classes of strategies used by…
Descriptors: Algebra, Algorithms, Cognitive Style, Diagnostic Teaching
Roddick, Cheryl Stitt – 1995
This study investigated students' conceptual and procedural understanding of calculus within the context of an engineering mechanics course. Four traditional calculus students were compared with three students from one of the calculus reform projects, Calculus & Mathematica. Task-based interviews were conducted with each participant throughout…
Descriptors: Algorithms, Calculus, Cognitive Style, College Students
Sustik, Joan M.; Brown, Bobby R. – 1979
A study of 130 undergraduate students enrolled in a course on auiovisual techniques sought to determine whether heuristic or algorithmic computer-based problem solving training would be differentially effective for students varying in cognitive complexity as measured by the Educational Set Scale (ESS). The interaction was investigated between one…
Descriptors: Algorithms, Aptitude Treatment Interaction, Cognitive Style, Computer Assisted Instruction
Peer reviewedDe Leeuw, Leendert – Instructional Science, 1983
Characterizes typical training programs on "learning to think," outlines past research, and lists criteria for an aptitude-treatment interaction (ATI) study of the relationship between tasks, training methods, and student attributes. Details are given of two computerized experiments examining the different effects of algorithmic and…
Descriptors: Academic Aptitude, Achievement, Algorithms, Aptitude Treatment Interaction
Peer reviewedWearne, Diana; Hiebert, James – Arithmetic Teacher, 1994
Compares the development of two students' understanding of addition and subtraction. One student's understanding is based on memorized rules and the other's on understanding the concept of place value. Discusses the effects of different goals for instruction and the importance of understanding place value. (MDH)
Descriptors: Addition, Algorithms, Cognitive Style, Elementary Education
Peer reviewedNiaz, Mansoor; Robinson, William R. – Research in Science and Technological Education, 1992
Compares performances of students on gas-law problems that require two distinct approaches, either the algorithmic technique or the conceptual gestalt. Indicates that student effectiveness is considerably different utilizing each approach and that training or experience with the algorithm process should not be expected to facilitate the…
Descriptors: Algorithms, Chemistry, Cognitive Ability, Cognitive Style
