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Moore, J. Christopher; Rubbo, Louis J. – Physical Review Special Topics - Physics Education Research, 2012
We have found that non-STEM (science, technology, engineering, and mathematics) majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson's Classroom Test of Scientific Reasoning (LCTSR) in comparison to national average STEM majors. Based on…
Descriptors: Constructivism (Learning), Majors (Students), Physics, Piagetian Theory
Wavering, Michael James – School Science and Mathematics, 2011
In his last book, "Toward a Logic of Meanings" (Piaget & Garcia, 1991), Jean Piaget describes how thought can be categorized into a form of propositional logic, a logic of meanings. The intent of this article is to offer this analysis by Piaget as a means to understand the language and teaching of science. Using binary propositions, conjunctions,…
Descriptors: Logical Thinking, Classrooms, Pedagogical Content Knowledge, Science Instruction
Ravanis, Konstantinos; Koliopoulos, Dimitris; Boilevin, Jean-Marie – Research in Science Education, 2008
The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test,…
Descriptors: Intervention, Piagetian Theory, Cognitive Development, Teaching Methods

Wilson, Audrey H. – International Journal of Science Education, 1988
Examined college students' logical reasoning ability using the Test of Logical Thinking (TOLT) as a major predictor of science acheivement. Reports an improvement on each of the subscale scores, and a significant correlation with four science subjects on both pre- and post-TOLT scores. (YP)
Descriptors: Achievement, Cognitive Development, College Science, Formal Operations

Ogborn, Jon; Bliss, Joan – European Journal of Psychology of Education, 1990
Offers a theory of how commonsense reasoning about motion may develop. Takes as fundamental the basic categories: action, object, space, cause, time, and movement. Suggests that very primitive elements could combine to provide schemes of motion recognizable in psychological accounts of infancy and generate prototypes of and rules for motion. (DK)
Descriptors: Cognitive Development, Cognitive Psychology, Early Childhood Education, Epistemology
Helgeson, Stanley L. – 1985
Selected research studies that explore the assumption that college science students operate at a formal cognitive level are presented in this information digest. Studies are reviewed that relate to the areas of: (1) formal thought (examining the relationship between measured formal thought and that required to understand formal college physical…
Descriptors: Cognitive Development, Cognitive Processes, College Science, Higher Education
Lavoie, Derrick R. – 1989
This study examined the science process skill of prediction problem solving using naturalistic research methodology and information-processing theory. The think-aloud interview led to the identification of several specific program exploration and prediction behaviors. A total of 14 high school biology students made predictions concerning the…
Descriptors: Cognitive Development, Computer Simulation, High Schools, Learning Processes

Yap, Kueh Chin; Yeany, Russell H. – Journal of Research in Science Teaching, 1988
Reports on a study designed to identify the hierarchical relationships among Piagetian cognitive modes and integrated science process skills for different Piagetian cognitive reasoning levels, and to determine whether positive vertical transfers could be validated. (TW)
Descriptors: Cognitive Development, Developmental Stages, Piagetian Theory, Process Education

Smith, Robert F. – Young Children, 1987
Demonstrates how Piaget's theoretical framework of a preschool science curriculum, with illustrative experiences using paints, sound, and food, can help teachers develop their ability to provide appropriate science experiences in their classroom. The framework can also help teachers evaluate the activities suggested in literature. (BB)
Descriptors: Cognitive Development, Early Childhood Education, Piagetian Theory, Preschool Children

Bliss, Joan; Morrison, Ian – European Journal of Psychology of Education, 1990
Presents results of longitudinal study of secondary school students. Focuses on the relationship between students' cognitive development and the understanding of dynamics. Shows that majority of younger pupils show little or no cognitive progress during three-year period whereas older pupils make reasonable progress. Concludes that different…
Descriptors: Cognitive Development, Cognitive Psychology, Elementary School Students, Elementary Secondary Education
Lavoie, Derrick R. – 1989
Misconceptions, shown to be prevalent in students even at the college level, may affect the cognitive process of making predictions in biology. The purpose of this study was to: (1) identify students' misconceptions about important biological concepts; (2) identify students' cognitive behaviors associated with making predictions about these…
Descriptors: Biology, Cognitive Development, College Science, Computer Simulation
Yeany, Russell H.; Yap, Kueh Chin – 1985
The relationship of Piagetian cognitive modes and integrated science process skills is explored in this study. Specifically, this investigation focused on identifying the hierarchical relationship among Piagetian cognitive modes and integrated science process skills for different Piagetian cognitive reasoning levels and to determine if positive…
Descriptors: Cognitive Development, Cognitive Processes, Elementary Secondary Education, Learning Theories

Boylan, Colin – Research in Science and Technological Education, 1988
Reviews the theoretical framework of instructional programs and the emphasis on enhancing formal reasoning ability. Investigates the effect of an instructional program using inquiry-based learning in pre-service science teacher education students. Reports that the promotion of formal reasoning abilities may be achieved through the five-phase…
Descriptors: Acceleration (Education), Cognitive Development, College Science, Foreign Countries
Cobern, William W. – 1991
Though rooted in neo-Piagetian research, constructivism is an avenue of research that departed from the neo-Piagetian mainstream 20 years ago and has continued on a distinct path of development. For constructivists, learning is not knowledge written on, or transplanted to, a person's mind as if the mind were a blank slate waiting to be written on…
Descriptors: Cognitive Development, Context Effect, Cultural Context, Cultural Influences
Boyd, Rick B. – 1989
A cognitive gap between students' development and school curriculum may be one of the reasons why chemistry is difficult for high school students. This study examined cognitive development in the effect of modified instructional methods for students at the concrete stage of development. The Arlin Test of Formal Reasoning (ATFR) was used for…
Descriptors: Chemistry, Cognitive Development, Concept Teaching, Content Analysis