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Systemizing: A Cross-Cultural Constant for Motivation to Learn Science
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Zeyer, Albert; Çetin-Dindar, Ayla; Md Zain, Ahmad Nurulazam; Juriševic, Mojca; Devetak, Iztok; Odermatt, Freia – Journal of Research in Science Teaching, 2013
The present study is based on the empathizing-systemizing (E-S) theory of cognitive science. It was hypothesized that the influence of students' gender on their motivation to learn science is often overestimated in the research literature and that cognitive style is more important for motivation than students' gender. By using structural equation…
Descriptors: Hypothesis Testing, Gender Differences, Student Motivation, Learning Motivation
The Laboratory-Investigative Approach to Science Instruction.
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Raghubir, Karran P. – Journal of Research in Science Teaching, 1979
Compares two grade 12 science classes, one receiving instruction using the Laboratory-Investigative Approach, and the other using the Lecture-Laboratory Approach, in terms of certain cognitive factors and associated attitudes. (GA)
Descriptors: Attitudes, Cognitive Processes, Cognitive Style, Educational Research
Learning to Control Variables: Main Effects and Aptitude Treatment Interactions of Two Rule-Governed Approaches to Instruction.
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Ross, John A. – Journal of Research in Science Teaching, 1990
Investigated are the relative effectiveness of the elaborative-rules and the organized-rules approaches to teaching children how to control variables. The influence of the type of rules, sex differences, and cognitive style differences on performance are discussed. (KR)
Descriptors: Achievement, Cognitive Style, Elementary Education, Elementary School Science
The Relationship Between Cognitive Style, Intelligence, and Instructional Mode to Achievement of College Science Students.
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Ritchey, Patricia A.; LaShier, William S., Jr. – Journal of Research in Science Teaching, 1981
Determined whether a test of cognitive style can predict student (N=87) performance on a test of scientific knowledge, and examined possible interactions between cognitive style and teaching method in terms of student achievement. No significant relationships between cognitive style and student performance or between cognitive style and teaching…
Descriptors: Academic Achievement, Biology, Cognitive Style, College Science
Enhancing Chemistry Problem-Solving Achievement Using Problem Categorization.
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Bunce, Diane M.; And Others – Journal of Research in Science Teaching, 1991
Focuses on the enhancement of chemistry students' skill in problem solving utilizing problem categorization techniques. Indicates that explicit training in categorization skills can lead to higher achievement in complex problem-solving situations but that such achievement may be limited by the lack of linkages between students' conceptual…
Descriptors: Chemistry, Cognitive Development, Cognitive Style, Concept Formation
Student Gain in Reasoning Ability as a Function of Teacher Reasoning Level and Teaching Style Preference.
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Lawrenz, Frances; Lawson, Anton E. – Journal of Research in Science Teaching, 1986
Presents study findings which explored the effect of teacher reasoning level and teaching style preference on improvement in student-reasoning ability. Reports that students of concrete operational teachers and of inquiry teachers showed greater gains in reasoning ability than students of formal operational teachers and of expository teachers. (ML)
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Elementary Education
Science Education Research Interests of Elementary Teachers.
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Gabel, Dorothy; And Others – Journal of Research in Science Teaching, 1987
Reports on a study intended to determine the science education research interests of elementary teachers and to examine the data according to certain demographic variables. Results indicate that hands-on experience, science content, cognitive development and learning styles, problem solving, and teaching strategies were the top five research…
Descriptors: Cognitive Development, Cognitive Style, Demography, Elementary Education