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Savelsbergh, Elwin R.; de Jong, Ton; Ferguson-Hessler, Monica G. M. – Journal of Research in Science Teaching, 2002
Investigates how situational knowledge differs across individuals of different competence levels. Analyzes participants' descriptions of physics problem situations. Discusses the relationship between competence and the structure of problem situations, differences between experts and novices, and implications for teaching. (Author/KHR)
Descriptors: Cognitive Structures, Competence, Concept Formation, Curriculum Development

Gess-Newsome, Julie; Lederman, Norman G. – Journal of Research in Science Teaching, 1995
Investigated the nature of biology teachers' global content understandings, and sources and formation of subject matter structures (SMSs). Reports that the initial formation of SMSs was credited to college content courses and modified by the act of teaching. Variables that differentially affected SMS translation included teacher intentions,…
Descriptors: Biology, Classroom Techniques, Cognitive Structures, Course Content

Garnett, Pamela J.; Treagust, David F. – Journal of Research in Science Teaching, 1992
This research used semistructured interviews to investigate students' (n=32) understanding of electrochemistry following a 7-9 week course of instruction. Three misconceptions were identified and incorporated with five previously reported into an alternative framework about electric current involving drifting electrons. Also noted was the tendency…
Descriptors: Chemistry, Cognitive Structures, Concept Formation, Educational Research

Gussarsky, Esther; Gorodetsky, Malka – Journal of Research in Science Teaching, 1990
Word associations were used to map high school students' concepts of "chemical equilibrium" and "equilibrium." It was found that the preconception of the two concepts was differentiated on noncritical dimensions. (Author/CW)
Descriptors: Associative Learning, Chemical Equilibrium, Chemistry, Cognitive Structures

Harrison, Allan G.; Grayson, Diane J.; Treagust, David F. – Journal of Research in Science Teaching, 1999
Focuses on cognitive and affective changes that occurred in one student during the study of heat and temperature. Initially the student's conceptual framework was undifferentiated with regard to heat and temperature; however, course activities and concomitant use of concept substitution helped the student differentiate these concepts and integrate…
Descriptors: Affective Behavior, Case Studies, Cognitive Structures, Concept Formation

Bateson, David J. – Journal of Research in Science Teaching, 1990
The effects of full-credit semester and all-year timetables on science attitudes and science achievement of grade 10 students was investigated. Findings indicated that students in all-year courses consistently outperformed students in semester courses in the cognitive domain, but there were no differences in the affective domain. (CW)
Descriptors: Academic Achievement, Affective Measures, Cognitive Structures, Grade 10

Ellsworth, Elizabeth – Journal of Research in Science Teaching, 1998
Teacher knowledge--indeed teachers themselves--is always unfinished and incomplete. Knowledge never exists outside of a context of use. The shift to seeing teaching as site of cultural production invites the question, What structures of human relationship will scientists and science educators construct in and through the work they perform? The…
Descriptors: Cognitive Structures, Context Effect, Critical Theory, Cultural Activities

Wavering, Michael J.; And Others – Journal of Research in Science Teaching, 1986
Performance on five logical, spatial, and formal tasks was used to make inferences about the reasoning structures of 101 middle and high school students. Findings (obtained during interviews) include grade level differences in performance and sex differences in performance on one of the tasks. Implications for instruction are proposed. (Author/JN)
Descriptors: Cognitive Processes, Cognitive Structures, Elementary School Science, Intermediate Grades

Mohapatra, J. K. – Journal of Research in Science Teaching, 1988
Identifies an induced incorrect generalization as a generative cause for the formation of misconception. Analyzes students' protocol of an exploratory learning experiment about the laws of reflection of light. Suggests recommendations for textbook, teaching, and practical work. (Author/YP)
Descriptors: Cognitive Structures, Concept Formation, Generalization, Misconceptions

Otero, Jose T.; Campanario, Juan M. – Journal of Research in Science Teaching, 1990
Described are the comprehension monitoring abilities of science students when reading science textbooks. The incorrect use of schemata and the limiting influence of metacognitive abilities on the improvement of meaningful learning is discussed. (KR)
Descriptors: Cognitive Ability, Cognitive Structures, Comprehension, Learning Processes

Osborne, Margery D. – Journal of Research in Science Teaching, 1998
Argues that a teacher's practice reflects changing experiences, knowledge, values, and identities, and as such can be productively thought of as a site for learning as well as a site for expounding upon what is known. Suggests a vision for what constitutes effective practice different from that commonly held in science. Contains 33 references.…
Descriptors: Cognitive Structures, Context Effect, Critical Theory, Cultural Activities

Dupin, Jean-Jacques; Johsua, Samuel – Journal of Research in Science Teaching, 1987
Reports on the results of an investigation into the understanding of the concepts of basic electricity by French students from grade six up through the fourth year of college. Discusses the misconceptions formed and the challenges these present to physics educators. (TW)
Descriptors: Cognitive Structures, College Science, Concept Formation, Electricity

Pankratius, William J. – Journal of Research in Science Teaching, 1990
Investigated was the effect of concept mapping on science achievement. It was concluded that mapping concepts prior to, during, and subsequent to instruction led to greater achievement. (CW)
Descriptors: Academic Achievement, Advance Organizers, Cognitive Structures, Concept Mapping

Gussarsky, Esther; Gorodetsky, Malka – Journal of Research in Science Teaching, 1988
Provides information on (1) a general indication of change in the cognitive structure of students associated with chemical comprehension; (2) the comparison of clusters of concepts; and (3) a graphical representation of the links among concepts. Argues that constrained word associations serve as a useful tool for mapping aspects of cognitive…
Descriptors: Chemistry, Cognitive Mapping, Cognitive Structures, Cognitive Style

Lloyd, Carol V. – Journal of Research in Science Teaching, 1990
Describes how three biology textbooks present content related to photosynthesis through construct of elaboration. Concept maps were created for each textbook. Results are discussed in terms of quantity of elaboration, relevance of ideas used to elaborate major concepts, relationship of nature of elaboration to intended readers, and general…
Descriptors: Biology, Cognitive Mapping, Cognitive Structures, Concept Formation
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