Background: Problem-solving in early and middle childhood is of high relevance for cognitive developmental research and educational support. Previous research on science problem-solving has focussed on the process and strategies of children handling challenging tasks, but less on providing insights into the cognitive network that enables science…

The purpose of this study was to improve children's cognitive ability of Group A in ECE Yasmin Jember, which was focused on (1) the ability to recognize simple concepts in daily life; (2) the ability to observe and curiosity; (3) the ability to classify; (4) the ability to relate cause and effect. This study was conducted by using qualitative…

Structured abstract: Introduction: Difficulties in science and mathematics may stem from intuitive interference of irrelevant salient variables in a task. It has been suggested that such intuitive interference is based on immediate perceptual differences that are often visual. Studies performed with sighted participants have indicated that in the…

This study demonstrates an existence proof for "productive failure": engaging students in solving complex, ill-structured problems without the provision of support structures can be a productive exercise in failure. In a computer-supported collaborative learning setting, eleventh-grade science students were randomly assigned to one of…

Uses a new set of 14 open-ended problems to gain some initial insights into the way pupils solve open-ended chemistry problems. Emphasizes how concepts and linkages between concepts influence success in solving such problems. Suggests that creating links between "islands" of knowledge is an important skill in problem solving. (Contains 37…

Reports the results of a study that compared two concept-mapping techniques, one high-directed, "fill-in-the-map" and one low-directed, "construct-a-map-from-scratch". Examines whether: (1) skeleton map scores were sensitive to the sample; (2) the two types of skeleton maps were equivalent; and (3) the two mapping techniques provided similar…

This paper outlines a model of learning and problem solving based on ideas derived from information processing models of memory and Ausubel's theory of meaningful learning. The model explicitly deals with the cognitive processes that are required for learning, and defines the conditions necessary for learning as the existence of relevant…

Good problem solvers and poor problem solvers in advanced physics (N=8) were significantly different in their ability in translating, planning, and physical reasoning, as well as in problem solving time; no differences in reliance on algebraic solutions and checking problems were noted. Implications for physics teaching are discussed. (DH)

Discusses the human brain's specialized perception/expression and information processing systems as they relate to student learning. For high school students in the formal reasoning stage, it is suggested that teachers provide instruction based on mental exercises to develop problem-solving insight. (DH)

This book explores individual cognitive processes and the psychology of scientific discovery. Nine studies are presented that investigate childrens' and adults' attempts to make scientific discoveries from a theoretical perspective. Contents include: (1) "Investigating Scientific Thinking: Why and How"; (2) "Scientific Discovery as Problem…

Errors students typically generate while trying to translate problems into and out of algebraic notation are reviewed. Translation skills and pupil difficulties with them are seen as areas deserving further research. (MP)

Results of interviews with high school chemistry students (N=14) during equation-solving sessions indicate that those who were able to construct diagrams consistent with notation of their balanced equation possessed good concepts of subscript and the balancing rule. Implications for chemistry teaching are discussed. (DH)

Examines the role of individual preference in the measurement of a student's cognitive level of development utilizing 324 science students from grade eight to college seniors. Results indicate that although students may possess formal thought ability, they may prefer to solve certain problem types via concrete methods. (SL)

Investigates the effect that manipulation of the extent of formal reasoning required for solving chemistry problems has upon student performance, and presents a cognitive model for the qualitative analysis of that effect. Concludes that the developmental level of students is the most important predictor of problem-solving success given significant…

The problem-solving difficulties of Nigerian preservice chemistry teachers (n=300) were investigated. The results from written tests and an interview show students were capable of constructing mental representations but not solution plans; had inappropriate approaches and strategies; exhibited structural errors relating to a disregard of given…