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The Diffusion and Appropriation of Ideas in the Science Classroom: Developing a Taxonomy of Events Occurring 'between' Groups of Learners.
Peer reviewed Peer reviewed
Windschitl, Mark – Journal of Research in Science Teaching, 2001
Identifies, describes, and categorizes events occurring between members of different learning groups in three ninth-grade physical science classrooms. Explains how concepts, ideas, tools, tool-related practices, and materials diffused throughout the classroom environment were appropriated by learners in various ways to contribute to the…
Descriptors: Classification, Grade 9, Group Dynamics, Grouping (Instructional Purposes)
Do Cognitive Preferences of Ninth-Grade Students Influence Science Process Achievement?
Peer reviewed Peer reviewed
Atwood, Ronald K.; Stevens, J. Truman – Journal of Research in Science Teaching, 1978
A sample of ninth-grade students utilizing the Intermediate Science Curriculum Study (ISCS) and other materials was used to investigate the relationship between cognitive preferences and science process achievement. The three cognitive preferences examined were: (1) application; (2) memorization; and (3) questioning. (HM)
Descriptors: Achievement, Classification, Cognitive Processes, Educational Research
Correlations of Junior High School Students' Age, Gender, and Intelligence with Ability in Construct Classification in Biology.
Peer reviewed Peer reviewed
Lazarowitz, Reuven – Journal of Research in Science Teaching, 1981
Purposes of this study were to (1) develop an instrument requiring several classification activities; (2) investigate the correlation between classification ability and intelligence scores of junior high school students (N=365); and (3) determine if classification ability differs with age and gender. Findings included a significant correlation…
Descriptors: Age Differences, Biology, Classification, Cognitive Development
Effect of Attribute Highlighting and Diagrammatic Organization on Identification and Classification.
Peer reviewed Peer reviewed
Winn, William – Journal of Research in Science Teaching, 1981
Determined (1) if ninth-grade students (N=221) receiving pictoral treatment with critical attributes highlighted performed better on an identification test than those receiving diagram form instruction, and (2) if high verbal learners receiving a largely diagrammatic treatment performed better on a classification test than high verbal students…
Descriptors: Biology, Classification, Diagrams, Educational Media