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Al Husni, Noha M.; El Rouadi, Naim – Journal of Education and Learning, 2016
Interdisciplinary curriculum supports cognitive development through well planned lessons at early age. This article focuses on a specific experimental study done in 2010 on Grade 7 learners in a Lebanese private school to aid them in empowering their skills and competencies to solve a real life problem. The objective of this experimental study is…
Descriptors: Interdisciplinary Approach, Cognitive Development, Grade 7, Private Schools
Stoll, Julia; Hamilton, Ashley; Oxley, Emilie; Eastman, Angela Mitroff; Brent, Rachael – Young Children, 2012
Physics is the study of forces and motion--the science of matter and energy and the interaction between the two. The big idea the children explore, as well as the question they ask as they engage in physical knowledge activities related to physics, is "How does it move?" Many teachers translate naturally as they come to know the children they…
Descriptors: Teacher Role, Physics, Problem Solving, Motion
Johnson, N. – Acta Didactica Napocensia, 2012
Self-regulation is the controlling of a process or activity by the students who are involved in Problem solving in Physics rather than by an external agency (Johnson, 2011). Selfregulated learning consists of three main components: cognition, metacognition, and motivation. Cognition includes skills necessary to encode, memorise, and recall…
Descriptors: Metacognition, Secondary School Students, Learning Strategies, Physics
Brekke, Stewart E. – 1996
Various aspects of the cognitive model of physics problem solving are discussed in detail including relevant cues, encoding, memory, and input stimuli. The learning process involved in the recognition of familiar and non-familiar sensory stimuli is highlighted. Its four components include selection, acquisition, construction, and integration. The…
Descriptors: Cognitive Development, Educational Theories, Higher Education, Physics

McMillan, Claude, III; Swadener, Marc – Journal of Research in Science Teaching, 1991
Describes the problem-solving behaviors of six novice subjects attempting to solve an electrostatics problem in calculus-based college physics. The level of qualitative thinking exhibited by these novices was determined. Sound procedural knowledge and problem representation were suggested as an integral part of skilled problem solving in physics.…
Descriptors: Calculus, Cognitive Development, Concept Formation, Higher Education
Thorsland, Martin Nils – 1971
The purposes of this study were: (1) to evaluate the effectiveness of audio-tutorial (A-T) instruction and (2) to identify, classify and study differences in problem solving approach using a theoretical framework derived from the ideas of D. P. Ausubel. Seventy of 420 students taking a college introductory non-calculus physics course used A-T…
Descriptors: Cognitive Development, College Science, Higher Education, Instruction

Stinner, A. – Physics Education, 1994
Argues that high school physics should be grounded in motivating contextual activities and connected to a philosophically and historically valid theoretical structure. Explains the large context problem approach and its effect on generating questions and problems. (DDR)
Descriptors: Cognitive Development, Educational Strategies, Epistemology, Foreign Countries

Metz, Kathleen E. – Cognition and Instruction, 1993
Using a balance-beam task, studied 48 preschoolers to elucidate the process of knowledge construction from the emergence of new representation to transformed problem solving. Analyses revealed a multifaceted development from the first signs of weight representation to fully elaborated weight-based problem solving. Case studies of five children…
Descriptors: Cognitive Development, Cognitive Psychology, Feedback, Physics

Cheng, Peter C-H.; Shipstone, David M. – International Journal of Science Education, 2003
Describes an approach to the teaching of electricity that uses box and AVOW diagrams, novel representations of the properties of the electric circuit that portray current, voltage, resistance, and power. The diagrams were developed as aids in learning, understanding, and problem solving and to promote conceptual change by challenging a number of…
Descriptors: Cognitive Development, Concept Formation, Electric Circuits, Electricity

Sherin, Bruce L. – Cognition and Instruction, 2001
Analyzed a corpus of videotapes in which university students solved physics problems to determine how students learn to understand a physics equation. Found that students learn to understand physics equations in terms of a vocabulary of elements called symbolic forms, each associating a simple conceptual schema with a pattern of symbols. Findings…
Descriptors: Cognitive Development, Educational Practices, Learning Processes, Physics
Mestre, Jose; Gerace, William – 1986
The design and architecture of two user-controlled, computer-based problem analysis environments in classical mechanics are discussed. In the expert-like environment, the user analyzes problems according to a hierarchical concept schema consistent with how experts analyze novel problems in physics. In the second environment, the user searches a…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Computer Assisted Testing
Dufresne, Robert J. – 1988
One approach to the study of cognitive processes highlights the distinctions between expert and novice problem solvers. This approach attempts to discover how experts and novices differ in the way they organize, retain and use domain related knowledge. It appears to some that what is learned from expert-novice research can help teachers to teach…
Descriptors: Cognitive Development, Cognitive Processes, College Science, Higher Education
Hardiman, Pamela Thibodeau; And Others – 1988
This investigation examined the relationship between problem solving ability and the criteria used to decide whether two classical mechanics problems could be solved similarly. The investigators began by comparing experts and novices on a similarity judgment task and found that experts predominantly relied on the problems' deep structure in…
Descriptors: Cognitive Development, Cognitive Processes, College Science, Higher Education

Yerrick, Randy K.; Doster, Elizabeth; Nugent, Jeffrey S.; Parke, Helen M.; Crawley, Frank E. – Journal of Research in Science Teaching, 2003
Presents an existence proof of how preservice science teachers used analogies embedded in their course materials, Physics by Inquiry. Reports three distinct roles of analogies: a) cognitive process skills; b) scientific conceptual understanding; and c) social contexts for problem solving. Agrees on the importance of collaborative problem solving…
Descriptors: Cognitive Development, Cooperative Learning, Higher Education, Inquiry
Schultz, Klaus; Lochhead, Jack – 1988
Comparisons of expert and novice problem solving in physics have helped characterize some of the key features of expert behavior. There is considerable debate, however, as to whether these characteristics are specific to the field of expertise (physics) or exportable to other fields. While the question seems difficult to answer in general, at…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, College Science