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Ozkan Akman; Kubra Durgun – International Society for Technology, Education, and Science, 2023
Concepts are where the foundation of scientific knowledge and thought structures are laid. Thanks to concepts, distinctions or generalisations about an event or an entity are formed and thought structures are formed in our minds. In this study, it was aimed to determine the associations in the minds of secondary school 6th grade students about the…
Descriptors: Foreign Countries, Secondary School Students, Grade 6, Social Studies
Balabanoff, Morgan E.; Al Fulaiti, Haiyan; Bhusal, Shikshya; Harrold, Archer; Moon, Alena C. – International Journal of Science Education, 2020
Light is used ubiquitously across science and engineering to explore, characterise, understand matter, and catalyse processes. Relative to its utility in science and engineering, very little research has been conducted on how students develop an understanding of light-matter interactions, especially at the quantum level, which is necessary to…
Descriptors: Chemistry, Science Instruction, Light, Student Attitudes
Zwanch, Karen – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
The number sequences describe a hierarchy of students' concepts of number. This research uses two defining cognitive structures of the number sequences--units coordination and the splitting operation--to model middle-grades students' abilities to write linear equations representing the multiplicative relationship between two unknowns. Results…
Descriptors: Middle School Students, Mathematics Instruction, Algebra, Thinking Skills
Carver, Sharon M., Ed.; Shrager, Jeff, Ed. – APA Books, 2012
The impulse to investigate the natural world is deeply rooted in our earliest childhood experiences. This notion has long guided researchers to uncover the cognitive mechanisms underlying the development of scientific reasoning in children. Until recently, however, research in cognitive development and education followed largely independent…
Descriptors: Thinking Skills, Class Activities, Learning Activities, Science Education

Vizmuller-Zocco, Jana – International Journal of Early Childhood, 1992
Discusses children's use of metaphors to create meaning, using as an example the pragmatic and "scientific" ways in which preschool children explain thunder and lightning to themselves. Argues that children are being shortchanged by modern scientific notions of abstractness and that they should be encouraged to create their own explanations of…
Descriptors: Abstract Reasoning, Cognitive Processes, Cognitive Structures, Concept Formation

Holcombe, Melinda; Shonka, Amy – Clearing House, 1993
Considers the ways that conceptual mapping as a classroom technique can help students reflect critically on complex conceptual relationships. Shows how teachers can use conceptual mapping in the classroom. (HB)
Descriptors: Classroom Techniques, Cognitive Processes, Cognitive Structures, Concept Formation

Greeno, James G. – Journal for Research in Mathematics Education, 1991
This paper theoretically characterizes number sense as a set of cognitive capabilities for constructing and reasoning within mental models. This perspective provides support for viewing various aspects of number sense as features of students' general condition of knowing about numbers and magnitude, rather than as skills needing specific…
Descriptors: Cognitive Development, Cognitive Structures, Concept Formation, Elementary Secondary Education

Stillman, Gloria – Mathematics Education Research Journal, 1996
Describes a study that investigates the relationship between secondary students' written responses and the mathematical and cognitive processing used when solving a complex problem. Contains 40 references. (DDR)
Descriptors: Cognitive Structures, Concept Formation, Knowledge Representation, Mathematics Skills
Dempsey, John V. – 1990
This paper introduces successive and coordinate intellectual thinking skills, using concepts as a best case example. The attributes and optimal presentation requirements of successive and coordinate concepts are reviewed, and types of errors commonly associated with successive and coordinate skills are delineated. The effects of both of these…
Descriptors: Abstract Reasoning, Cognitive Structures, Concept Formation, Concept Teaching
Schreiber, Deborah A.; Abegg, Gerald L. – 1991
This study presents a quantitative method for scoring concept maps generated by students learning introductory college chemistry. Concept maps measure the amount of chemical information the student possesses, reasoning ability in chemistry, and specific misconceptions about introductory and physical chemistry concepts. They provide a visualization…
Descriptors: Chemistry, Cognitive Development, Cognitive Structures, College Science

Jewell, Natalie – Journal of Biological Education, 2002
Reports research that examines children's models of seed. Explores the conceptions held by children (N=75) of germination and seed formation. Concludes that children hold a restricted meaning for the term 'seed'. (DDR)
Descriptors: Biology, Botany, Cognitive Structures, Concept Formation
McCormick, Penelope G.; Olson, David R. – 1991
Three different theory of mind tasks were conducted with 4- to 8-year-old Quechua peasant children in the Peruvian Andes. The study investigated the ways in which children in preliterate cultures think and the possibility that they think differently than children in literate cultures. The tasks included: (1) a false-belief task, which tested the…
Descriptors: Age Differences, American Indians, Beliefs, Cognitive Structures
Naidu, Som – 1990
The first of two parts in this document is a student workbook which is designed to teach students how to construct a concept map, i.e., a graphic arrangement of the key concepts in a body of subject matter with connecting lines labelled to show valid and meaningful relationships between the chosen concepts. The workbook provides a discussion of…
Descriptors: Cognitive Mapping, Cognitive Psychology, Cognitive Structures, Concept Formation

Haile, J. M. – Chemical Engineering Education, 2000
Illustrates how the five cognitive levels--somatic, mythic, romantic, philosophic, and ironic--can be used to guide teaching and learning activities appropriate for engineering students. Uses the example of the concept of energy to demonstrate how educators might appeal to each mode of thinking for understanding a particular concept. (Contains 11…
Descriptors: Cognitive Processes, Cognitive Structures, Concept Formation, Energy
Cifarelli, Victor – 1997
This paper examines the novel problem solving actions of a pair of college students. The analysis highlights the role of the solvers' inferential processes including abductions, deductions, and inductions as structuring resources that contribute to both their understanding of the problems they face and the emerging novelty that constitutes their…
Descriptors: Cognitive Psychology, Cognitive Structures, Concept Formation, Constructivism (Learning)