Argues that much of current science curricula and instructional strategies do not accommodate the thinking and reasoning capabilities of students. Level of capacity for abstract logical reasoning, whether the capacity can be cultivated/enhanced, consequences of mismatched intellectual levels and instructional modes, and what thinking/reasoning…

The level of thinking that is characteristic of the typical college freshman and the skills needed by college science courses are addressed, and the Development of Reasoning in Science project (Project DORIS) at California State University, Fullerton, is described. While the typical college freshman functions at the concrete level of thinking,…

Investigated the development of formal reasoning among students (ages 10-18 years) from predominately White, middle-class communities located in rural, suburban homogeneous, and suburban heterogeneous areas. Results indicate clear differences among communities in formal reasoning ability. Implications for using science instruction to promote…

Discusses whether formal thought constitutes a structured whole and role of propositional logic in advanced reasoning. Presents aspects of advanced reasoning model, considering hypothesis generation/testing as central processes in intellectual development. Argues that advanced reasoning schemata are linked by these processes and should be…

Assessed the effect of a one-semester college biology course on the development of students (N=72) ability to reason formally and interactions among intelligence, cognitive style, and cognitive level. Includes implications for science instruction. (SK)

Presents ideas to promote higher-level thinking in general chemistry classrooms/laboratories, focusing on applications of Patricia E. Blosser's taxonomy to enhance students' convergent/divergent/evaluative thinking. Compares Blosser's taxonomy with Bloom and Piagetian taxonomies, suggesting a combined Blosser/Piagetian taxonomy to achieve goals of…

Investigated relationship of teachers' cognitive levels and cognitive level demand of textbooks in relation to students capability to learn biology. Based on findings, teaching units were designed to help science teachers acquire skills, use innovative formats of instruction for abstract topics, and develop logical thinking skills through biology…