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Dhindsa, Harkirat S.; Treagust, David F. – Chemistry Education Research and Practice, 2014
As an important subject in the curriculum, many students find chemistry concepts difficult to learn and understand. Chemical bonding especially is important in understanding the compositions of chemical compounds and related concepts and research has shown that students struggle with this concept. In this theoretical paper based on analysis of…
Descriptors: Chemistry, Science Instruction, Scientific Concepts, Concept Formation
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Ergul, N. Remziye – Educational Sciences: Theory and Practice, 2013
Abstraction is one of the methods for learning knowledge with using mental processes that cannot be obtained through experiment and observation. RBC model that is based on abstraction in the process of creating knowledge is directly related to mental processes. In this study, the RBC model is used for the high school students' processes of…
Descriptors: Abstract Reasoning, Cognitive Processes, High School Students, Grade 10
Zuckerman, June T. – 1992
Various researchers have associated meaningful problem solving with methods guided directly by a conceptual knowledge base. By contast, a meaningless solving course, or sequence of operations, is essentially independent of the solver's conceptual understanding of the problem under consideration. This paper is the first to document a meaningless,…
Descriptors: Algorithms, Biology, Cognitive Processes, Conceptual Tempo
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Lovrich, Deborah – Science Teacher, 2004
Scientists and students often believe that if they just think harder about a problem, a solution will follow. However, thinking about one's thinking, or using metacognition, can be a more productive expenditure of mental energy. Introducing students to metacognition allows them to discover the value of reflection. This article presents a lesson on…
Descriptors: Prior Learning, Stimuli, Metacognition, Information Processing
Chandran, Sarath; And Others – 1985
Evidence from the research literature suggests that a variety of cognitive factors are responsible for chemistry achievement. This investigation examined the role that four cognitive factors, namely, prior knowledge, formal reasoning ability, memory capacity and field independence/dependence, play on achievement in chemistry as measured by tests…
Descriptors: Abstract Reasoning, Academic Achievement, Achievement Tests, Chemistry
International Association for Development of the Information Society, 2012
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…
Descriptors: Academic Achievement, Academic Persistence, Academic Support Services, Access to Computers