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Peer reviewedRenner, John W.; And Others – Journal of Research in Science Teaching, 1990
The research reported in this study was done to evaluate the understandings developed by students who meet science concepts through a textbook. Findings indicated that concrete concepts were better understood by eighth grade students than formal concepts and that students achieved some understanding of some formal concepts. (CW)
Descriptors: Cognitive Development, Grade 8, Middle Schools, Misconceptions
Peer reviewedLeonard, William H. – Journal of Research in Science Teaching, 1987
Reports on a study to determine the effects of the presentation of questions inserted into texts for students in introductory biology. Results indicated that students reading the text with questions at the beginning of the paragraph scored significantly higher on achievement tests than the students reading without questions. (TW)
Descriptors: Academic Achievement, Biology, College Science, Concept Formation
