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Changes in Preservice Elementary Teachers' Hypothesizing Skills Following Group or Individual Study with Computer Simulations.
Peer reviewed Peer reviewed
Baird, William E.; Koballa, Thomas R., Jr. – Science Education, 1988
Examined the feasibility of using two microcomputer simulations to improve preservice elementary teachers performance in the formation and testing of hypotheses. Considers the effects of mode of computer instruction and cooperation on the acquisition of skills. (CW)
Descriptors: Cognitive Ability, Cognitive Structures, College Science, Higher Education
Comprehension Evaluation and Regulation in Learning from Science Texts.
Peer reviewed Peer reviewed
Otero, Jose T.; Campanario, Juan M. – Journal of Research in Science Teaching, 1990
Described are the comprehension monitoring abilities of science students when reading science textbooks. The incorrect use of schemata and the limiting influence of metacognitive abilities on the improvement of meaningful learning is discussed. (KR)
Descriptors: Cognitive Ability, Cognitive Structures, Comprehension, Learning Processes
Knowing What Counts as Understanding in Different Disciplines: Some 10-year-old Children's Conceptions.
Peer reviewed Peer reviewed
Newton, Douglas P.; Newton, Lynn D. – Educational Studies, 1999
Examines aspects of 10-year-old children's conceptions of understanding. Analyzes to what extent they (1) recognize understanding as a cohesive whole, (2) know when a descriptive understanding versus a causal understanding is expected, and (3) can distinguish between the types of causal understanding in science and history. Includes references and…
Descriptors: Children, Cognitive Ability, Cognitive Structures, Elementary Education
What Research Says ... about Memory of Facts and Concepts.
Peer reviewed Peer reviewed
Keig, Patricia F. – Science and Children, 1989
Research on propositional reasoning is summarized. Retrieval of facts and concepts, linkages, short-term memory limitations, and the processing advantages are discussed. Suggestions for maximizing teaching are presented. (CW)
Descriptors: Cognitive Ability, Cognitive Processes, Cognitive Structures, Elementary School Science
Children's Memory Schema in an Environmental Learning Task.
Peer reviewed Peer reviewed
Blades, Mark; Banham, Jessica – Environmental Education and Information, 1990
Described is an investigation that determined whether young children have schemas for environmental information. The results are discussed with reference to the importance of memory schemas for learning about the environment. (KR)
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Structures, Elementary School Science
The Information-processing Demand of Chemistry Problems and Its Relation to Pascual-Leone's Functional M-capacity.
Peer reviewed Peer reviewed
Niaz, Mansoor – International Journal of Science Education, 1988
Investigated were the relation between functional M-capacity and student performance in solving chemistry problems of increasing M-demand. Student performance decreased as the M-demand of the problems increased. (Author/YP)
Descriptors: Chemistry, Cognitive Ability, Cognitive Measurement, Cognitive Structures
Intellectual Development, Science Anxiety, and Content Achievement in Preservice Elementary Teachers.
Hall, Donald A.; And Others – 1989
This study investigated preservice elementary teacher reasoning ability levels, science anxiety levels, and content achievement in a large midwestern university. Pretest and posttest measures were taken on three dependent variables: (1) reasoning ability (cognitive development); (2) science anxiety; and (3) science content achievement. In…
Descriptors: Academic Achievement, Anxiety, Cognitive Ability, Cognitive Development
What Is Constructivism and Why Are They All Talking About It?
Bettencourt, Antonio – 1989
An overview is presented of the epistemology of the three types of constructivism. Criticized is another interpretation of constructivism; it is stated that this interpretation is trivial, cognitively abridged, and disrespectful of students' capacities, creativity, and imagination. Constructivism has to go beyond saying that knowledge is…
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Development, Cognitive Processes