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| School Science and Mathematics | 7 |
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| Cohen, Herbert G. | 1 |
| Eckstein, Shulamith G. | 1 |
| Happs, John C. | 1 |
| Mansfield, Helen M. | 1 |
| Moore, John M. | 1 |
| Movshovitz-Hadar, Nitsa | 1 |
| Shemesh, Michal | 1 |
| Thompson, Cathy L. | 1 |
| Wandersee, James H. | 1 |
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| Reports - Descriptive | 1 |
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Peer reviewedMoore, John M.; And Others – School Science and Mathematics, 1992
Reports an experimental study of 80 ninth grade biology students randomly assigned to treatment and control groups to determine whether the use of human examples in instructional strategies on Mendelian genetics increases acquisition and retention of genetics concepts. Results indicate that use of human examples in contrast to traditional examples…
Descriptors: Biology, Cognitive Development, Cognitive Measurement, Cognitive Structures
Peer reviewedMovshovitz-Hadar, Nitsa – School Science and Mathematics, 1993
Reviews the logic underlying mathematical induction and presents 10 tasks designed to help students develop a conceptual framework for mathematical induction. (Contains 20 references.) (MDH)
Descriptors: Cognitive Development, Cognitive Structures, Concept Formation, Elementary Secondary Education
Peer reviewedWandersee, James H.; And Others – School Science and Mathematics, 1989
Presented is an analysis of published research on students' conceptual development in the life sciences with the intent of providing information on the trends and content of those studies. A list of 128 references is appended. (CW)
Descriptors: Biological Sciences, Biology, Cognitive Development, Cognitive Processes
Peer reviewedThompson, Cathy L. – School Science and Mathematics, 1989
Discusses the advantages of using discrepant events in elementary school science classrooms in terms of motivation and problem solving skills. Describes the materials, procedures, and reasons behind five discrepant activities. (YP)
Descriptors: Cognitive Development, Cognitive Structures, Elementary School Science, Laboratory Experiments
Development of Children's Ideas on Motion: Impetus, the Straight-Down Belief and the Law of Support.
Peer reviewedEckstein, Shulamith G.; Shemesh, Michal – School Science and Mathematics, 1993
Two studies examined the construction of children's beliefs about projectile motion of a ball rolled off a table. Describes the concepts used by children, analyzes their use as a function of age, and gives a naturalistic description of their use. Results indicate that appropriate instruction can remediate misconceptions. (MDH)
Descriptors: Beliefs, Cognitive Development, Cognitive Structures, Concept Formation
Peer reviewedMansfield, Helen M.; Happs, John C. – School Science and Mathematics, 1992
Reports misconceptions identified in students with respect to the topic of parallel lines and the teaching strategies found to be useful in challenging those misconceptions. (11 references) (MDH)
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Structures, Concept Formation
Peer reviewedCohen, Herbert G. – School Science and Mathematics, 1992
Presents a study to examine the effects of a verbal teaching strategy versus a strategy providing instruction using activities and manipulatives in four seventh grade earth science classes with students of varying cognitive abilities (n=83). Results indicate that students with more cognitive structures perform better and that using manipulatives…
Descriptors: Academic Achievement, Cognitive Development, Cognitive Measurement, Cognitive Structures
