Tested two hypotheses: (1) formal reasoning is required to balance simple one-step equations; and (2) formal reasoning plus sufficient mental capacity are required to balance many-step equations. Independent variables included intellectual development, mental capacity, and degree of field dependence/independence. With 25 subjects, significance was…

The constructivist hypothesis that the acquisition of domain-specific conceptual knowledge (declarative) requires the use of general procedural knowledge was tested. Students (n=314) were classified as reflective, transitional, or intuitive thinkers and presented with four concept-acquisition tasks. Skill in hypothetico-deductive reasoning…

Determined if student questioning skills could be taught within framework of an ongoing chemistry course and if acquisition of these skills depends on high school students' (N=108) level of intellectual development. Results indicate that questioning skills can be acquired by students, regardless of their level of Piagetian intellectual…

Cognitive performance of college students (N=225) on "An Inventory of Piaget: Developmental Tasks" (IPDT) was related to Scholastic Aptitude Tests and performance in both college chemistry lectures and laboratory classes. Relationship of Piagetian tasks to learning and instructional activities in introductory chemistry classes is…

Investigates the effect of increase of the M demand of chemistry problems, having the same logical structure, on performance of students having different functional M capacity, cognitive style, and formal operational reasoning patterns. (Author/YP)

Evaluated is the Longeot test, a paper and pencil test designed to measure various aspects of formal and concrete operational thought. Information from over 500 subjects (ages 17 to 20) indicated the test to be reliable and classifications from it correlated with classifications mode using Piagetian tasks. (DS)

Level of operational thinking required (cognitive demand) for concepts or problems and test items on the mole concept was determined and compared to the Piagetian levels of thinking of 71 students. Pupil cognitive level was positively associated with overall unit test scores and with percent success on all test items. (Author/SK)