Descriptor
| Cognitive Structures | 3 |
| Misconceptions | 3 |
| Theory Practice Relationship | 3 |
| Concept Formation | 2 |
| Elementary Secondary Education | 2 |
| Action Research | 1 |
| Cognitive Ability | 1 |
| Cognitive Processes | 1 |
| College Science | 1 |
| Concept Teaching | 1 |
| Content Area Reading | 1 |
| More ▼ | |
Source
| Science Education… | 1 |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
| Practitioners | 2 |
| Researchers | 1 |
Location
| Romania | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedCiascai, Liliana; Chic, Vasile; Pop, Adina – Science Education International, 2002
Identifies certain conceptions regarding the science content studied by students aged 9-11 years and develops a strategy for altering these conceptions. Reviews research on misconceptions and defines action research. (DDR)
Descriptors: Action Research, Cognitive Structures, Concept Formation, Elementary Secondary Education
Download full textRoth, Christopher; Chaiklin, Seth – 1987
During the summer of 1986 a conference funded by the National Science Foundation (NSF) was organized to assess the current state of cognitive research on the psychology of physics problem solving, and to examine the needs of physics instructors and instructional designers that must be addressed by a psychological theory of physics problem solving.…
Descriptors: Cognitive Structures, College Science, Concept Formation, Higher Education
Spiro, R. J.; And Others – 1987
Noting that successful comprehension, problem solving, and decision making are dependent upon activation and appropriate application of relevant schemata of existing knowledge, this report examines the practice of oversimplifying information in the content areas to make teaching and studying easier, and the dangers inherent in doing so. The report…
Descriptors: Cognitive Ability, Cognitive Processes, Cognitive Structures, Concept Teaching
