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The Information-processing Demand of Chemistry Problems and Its Relation to Pascual-Leone's Functional M-capacity.
Peer reviewed Peer reviewed
Niaz, Mansoor – International Journal of Science Education, 1988
Investigated were the relation between functional M-capacity and student performance in solving chemistry problems of increasing M-demand. Student performance decreased as the M-demand of the problems increased. (Author/YP)
Descriptors: Chemistry, Cognitive Ability, Cognitive Measurement, Cognitive Structures
Accelerating the Development of Formal Thinking in Middle and High School Students II: Postproject Effects on Science Achievement.
Peer reviewed Peer reviewed
Shayer, Michael; Adey, Philip S. – Journal of Research in Science Teaching, 1992
A 1-year lag was found between the effect of an intervention intended to promote formal operational thinking in students initially 11 or 12 years of age and the appearance of substantial science achievement in the experimental groups. A one-year lag on cognitive development and an age/gender interaction were also reported. (Author/KR)
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Style, Critical Thinking
Student Gain in Reasoning Ability as a Function of Teacher Reasoning Level and Teaching Style Preference.
Peer reviewed Peer reviewed
Lawrenz, Frances; Lawson, Anton E. – Journal of Research in Science Teaching, 1986
Presents study findings which explored the effect of teacher reasoning level and teaching style preference on improvement in student-reasoning ability. Reports that students of concrete operational teachers and of inquiry teachers showed greater gains in reasoning ability than students of formal operational teachers and of expository teachers. (ML)
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Elementary Education