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)

Describes a science experiment that gives students experiences with the float-sink phenomena and allows them to practice what Piaget called formal operational thinking. The goal of the experiment is to determine some of the variables responsible for cans of soda sinking or floating. (TJQ)

Students (n=46) were assigned to one of three instructional groups (descriptive, question design, and hypothesis testing) to test the hypothesis that descriptive learning cycles are not sufficient to stimulate students to reason at a formal operational level. Analyses indicated that the hypothesis-testing group exhibited a significant increase on…

Assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching high school students about blood pressure problems. Reports positive effects of the combined instruction compared to science topic instruction. (Author/YP)

Discusses a study which compared differences in ratio construction made by high school freshman and junior students. Reports that more freshmen than juniors selected solutions involving one variable, whereas juniors chose solutions that coordinated two variables in a mathematical or verbal rule. Reviews implications in problem solving and concept…

Analyzed is the role of formal logic in the development and investigation of science education. Investigated are the use of logical relations in the learning of abstract concepts and the development of efficient cognitive processes in the context of science curricula. (Author/YP)

While logical reasoning skills are related to success in science, the relationship between thought and formal logic is not clear. Propositional Logic Test (PLT), error patterns of students' interpretations of logical proposition, and developmental patterns of the error type are described. Examined is the relationship between logical reasoning…

Compares the relative effects of hands-on and teacher demonstration laboratory methods on declarative knowledge and procedural knowledge achievement. Reports that students in the hands-on class were better on the procedural knowledge test than students in the demonstration class. (Author/YP)

This paper describes a study designed to investigate the development of scientific reasoning or logical thinking patterns of South Korean secodary school students. The scientific reasoning or logical thinking patterns were categorized into patterns of logic such as seriation, combinations, proportion, control of variables, probability, and…

The purpose of this descriptive study was to investigate the developmental patterns in logical reasoning of students in grades 6-10 over a span of 20 months. The Group Assessment of Logical Thinking (GALT) was administered to the sample (N=84) during the fall of 1986, the fall of 1987, and the spring of 1988. The GALT measures six reasoning modes:…

Reports on a study intended to establish a relationship between the M-space (mental energy) and the M-demand (the variable difficulties of Piagetian tasks presumed to entail the same logical structure) of different items of general chemistry. Recommends that chemistry teachers consider the role of cognitive factors in determining student success.…

The basic purpose of the cooperative research project was to study the level of reasoning skills in junior high school students in Japan and the United States (grades 7, 8, and 9). This study examined the relationships among logical thinking skills, integrated process skills, and attitudes of junior high school students in North Carolina.…