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Heller, Patricia M.; And Others – Journal of Research in Science Teaching, 1989
Investigates the effects of two context variables on the performance of seventh-grade students on a qualitative and numerical proportional reasoning test. Explores the nature of the relationships between rational number skills, qualitative reasoning about ratios, and numerical proportional reasoning. (Author/YP)
Descriptors: Abstract Reasoning, Formal Operations, Grade 7, Problem Sets
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Lawson, Anton E.; Thompson, Lois D. – Journal of Research in Science Teaching, 1988
Explores the relationships between seventh-grade students' misconceptions of genetics and natural selection and four cognitive variables: reasoning ability; mental capacity; verbal intelligence; and cognitive style. Reports that only the reasoning ability was significantly related to the number of misconceptions. (Author/YP)
Descriptors: Biology, Cognitive Ability, Formal Operations, Genetics
Peer reviewed Peer reviewed
Ahlawat, Kapur S.; Billeh, Victor Y. – Journal of Research in Science Teaching, 1987
Presents a comparative analysis of the psychometric properties of three group tests of logical thinking used in science education research. Findings dealing with Longeot's Test of Logical Thinking, Lawson's Test of Formal Reasoning, and Tobin and Capie's Test of Logical Thinking demonstrate a lack of concurrent validity. Includes recommendations.…
Descriptors: Cognitive Processes, Concurrent Validity, Formal Operations, Logical Thinking
Peer reviewed Peer reviewed
Linn, M. C.; And Others – Journal of Research in Science Teaching, 1989
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)
Descriptors: Biology, Formal Operations, Junior High Schools, Logical Thinking
Peer reviewed Peer reviewed
Bitner, Betty L. – Journal of Research in Science Teaching, 1991
The five formal operational reasoning modes in the Group Assessment of Logical Thinking were found to be statistically significant predictors of critical thinking abilities as measured by the Watson-Glaser Critical Thinking Appraisal and were significant predictors of science and mathematics grades. (PR)
Descriptors: Academic Achievement, Critical Thinking, Educational Research, Formal Operations
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Tingle, Joy B.; Good, Ron – Journal of Research in Science Teaching, 1990
Determined was the effect that cooperative groups heterogeneously based on proportional reasoning ability have on problem solving in regular and honors high school chemistry. Characteristics of successful and unsuccessful problem solvers individually and in groups are discussed. (KR)
Descriptors: Chemistry, Cooperative Learning, Decision Making, Formal Operations
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Glasson, George E. – Journal of Research in Science Teaching, 1989
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)
Descriptors: Demonstrations (Educational), Experiential Learning, Formal Operations, Grade 9
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Chandran, Sarath; And Others – Journal of Research in Science Teaching, 1987
Discusses a study that examined the role of four cognitive factors (formal reasoning ability, prior knowledge, field dependence/independence, and memory capacity) on achievement in chemistry as measured by tests of lab application, chemical calculations, and content knowledge. Reports the significance of prior knowledge and formal reasoning…
Descriptors: Academic Achievement, Achievement Gains, Chemistry, Cognitive Processes
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Shemesh, Michal – Journal of Research in Science Teaching, 1990
Investigated were gender-related differences in the relationship between the development of formal reasoning skills and learning interests during the early adolescent stage. Results indicated that adolescent boys appeared to develop patterns of formal reasoning before their female classmates. Differences in subject preferences were also found. (CW)
Descriptors: Cognitive Development, Females, Foreign Countries, Formal Operations
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Adey, Philip; Shayer, Michael – Journal of Research in Science Teaching, 1990
The effect of intervention lessons designed to accelerate the development of formal operations taught over a period of two years to adolescents was assessed. Results indicated that the experimental group had achieved a significantly greater gain in cognitive levels than the control group. Implications are discussed. (CW)
Descriptors: Acceleration (Education), Cognitive Development, Developmental Stages, Elementary School Science
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Shayer, Michael; Adey, Philip S. – Journal of Research in Science Teaching, 1993
Three years after end of 2-year intervention program intended to promote formal operational thinking, achievement of students initially age 11 was tested by their results on British National examinations, taken at age 16 (experimental group n=88, control group n=103). In comparison with control classes, the effect size for science was 0.67,…
Descriptors: Academic Achievement, Developmental Stages, Educational Research, Effect Size