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Peer reviewedOtte, Michael – Science and Education, 1998
Argues that the paradox of mathematical knowledge--that mathematics cannot be separated from empirical experience and yet cannot be explained by empiricist epistemology--can only be resolved if the causal interactions between knower and environment are accepted. Contains 26 references. (DDR)
Descriptors: Cognitive Processes, Cognitive Psychology, Concept Formation, Constructivism (Learning)
Peer reviewedPerry, Bruce; Obenauf, Patricia – Journal of Research in Science Teaching, 1987
Reports on a study which investigated the order of acquisition of intuitive notions of qualitative speed. Results indicated that an array of prerequisites, equivalent, and independent relationships existed among the tasks administered. Confirmed the evolution of reasoning for notions of qualitative speed found by Piaget. (Author/TW)
Descriptors: Concept Formation, Developmental Stages, Elementary Education, Elementary School Science
