Previous studies (Case, 1985; Siegler, 1981) have shown that children under the age of 5 years have little understanding of balance scales when required to encode the influence of weight or distance from the fulcrum. More recently, however, Halford, Andrews, Dalton, Boag, and Zielinski (2002) noted that an understanding based on weight alone is…

University and high school students not pursuing a science, technology, engineering, and/or mathematics (STEM) course of study demonstrate less developed scientific reasoning than their STEM-based peers. Previous studies show that the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in…

In a series of 3 experiments modeled after infant studies, 3- to- 6-year-old children's intuitive knowledge about support was assessed. Different objects were shown either sufficiently supported or not. Children had to predict whether a block would remain standing on a platform upon release or make perceptual judgments about the possibility of a…

Do we perceive correctly whether a 2-D object is balanced or unbalanced? What would be the cause of biased equilibrium judgments? In two psychometric studies, we varied independently the characteristics of the objects and the equilibrium states. First, we observed that observers were excessively sensitive to the eccentricity of the object top.…

The Lawson Classroom Test of Scientific Reasoning (LCTSR) was used to gauge the relative effectiveness of three different methods of pedagogy, "Reading, Presenting, and Questioning" (RPQ), "Experimenting and Discussion" (ED), and "Traditional Methods" (TM), on increasing students' level of scientific thinking. The…

Describes a new physics program which depends mainly on student performed experiments and investigations, and subscribes to Piaget's learning and developmental theories. (GA)

Discusses the cognitive outcomes of physics laboratory exercises and suggests three types of experiments which should be added to those normally used in physics courses. (HM)

Recommends a constructivist approach to physics laboratory activities to make laboratories a place for personal maturation and cognitive growth. Describes class design in which ideas and techniques are exchanged which allow students the opportunity to initiate investigations based on early conceptual assumptions, and extend the investigation…

The author describes activities he uses with secondary school science students to learn about their reasoning. (Author/SA)

A learning cycle consists of three phases: exploration; conceptual invention; and expansion of an idea. These phases parallel Piaget's functioning model of assimilation, disequilibrium and accommodation, and organization respectively. The learning cycle perceives students as actors rather than reactors to the environment. Inherent in that…

Describes Socratic Dialogue Inducing (SDI) laboratory methods and procedures developed to increase conceptual understanding in introductory physics laboratories. Gives an example of a typical beginning SDI lab manual section and a representative Socratic dialogue. Describes several examples of laboratory experiments developed for the SDI method.…

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)

Discusses the importance of science education in early childhood education and describes different approaches in incorporating physics into the preschool curriculum. Provides examples of experiments and encourages parent participation in children's science activities. Concludes by looking at science as an equity issue and emphasizes that science…

A developmental investigation of the ability to control variables was conducted. One or two logically similar physics problems were individually administered to 120 subjects age 12 to 14. The problems involved either familiar or unfamiliar variables. Each problem was presented in three different informational formats. Success on the problems in…

The purpose of this study was to document and analyze teachers' and students' activities during physics practicals in order to gain critical insights into why students did not acquire the expected practical skills and how theory and practice interacted in the context of teaching for the practical examination in physics. The study involves three…