Discusses a study that examined which reasoning patterns are necessary for success in high school chemistry. Based on student (N=170) scores from the "Classroom Test of Formal Reasoning," it was revealed that students who use formal reasoning patterns are capable of greater achievement in chemistry. (ML)

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)

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…

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.…

Previous research concerning the cognitive abilities of high school students has indicated that a substantial number of students enrolled in secondary science courses do not conceptualize at the formal-operational level. Further, results indicate that achievement levels in chemistry coursework are significantly affected by, not only cognitive…

Describes a study which was designed to determine the effect of a 25-hour introductory qualitative analysis course on high school students' understanding of formal concepts related to electrolytes. Suggests that introductory concrete experiences better prepare students to deal with more formal abstract concepts. (TW)