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Download full textCeylan, Özge; Yigit, Elif Atabek – Science Education International, 2018
In this study, the use of concept cartoons in a particle structure of matter unit was investigated using the flow map of 7th-grade students' academic achievement. The development of their cognitive structures and thoughts about concept cartoons was analyzed. 27 experimental and 27 control group students who were studying in the 7th grade…
Descriptors: Cartoons, Teaching Methods, Scientific Concepts, Concept Formation
Direct linkGupta, Ayush; Hammer, David; Redish, Edward F. – Journal of the Learning Sciences, 2010
In a series of well-known papers, Chi and Slotta (M. T. H. Chi, 1992, 2005; M. T. H. Chi & J. D. Slotta, 1993; M. T. H. Chi, J. D. Slotta, & N. de Leeuw, 1994; J. Slotta & M. T. H. Chi, 2006; J. D. Slotta, M. T. H. Chi, & E. Joram, 1995) have contended that a reason for students' difficulties in learning physics is that students…
Descriptors: Physics, Scientific Concepts, Models, Expertise
Kinchin, Ian M. – Journal of Biological Education, 2010
The consideration of threshold concepts is offered in the context of biological education as a theoretical framework that may have utility in the teaching and learning of biology at all levels. Threshold concepts may provide a mechanism to explain the observed punctuated nature of conceptual change. This perspective raises the profile of periods…
Descriptors: Biology, Concept Formation, Models, Academic Achievement
Peer reviewedOkebukola, Peter Akinsola – Research in Science and Technological Education, 1992
Students (n=40) who had experienced cooperative and individualistic concept-mapping experiences performed significantly better in solving three biological problems than did control students (n=20). No significant differences were found between students who mapped concepts cooperatively and those who mapped individually. There were mixed results…
Descriptors: Academic Achievement, Analysis of Variance, Biology, Cognitive Processes
Peer reviewedSaunders, Walter L.; Shepardson, Daniel – Journal of Research in Science Teaching, 1987
Reports on a study designed to examine the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Results indicated that the concrete instruction group had significantly higher levels of performance in science achievement and cognitive development and that males outperformed females. (TW)
Descriptors: Academic Achievement, Cognitive Development, Cognitive Structures, Educational Strategies
Peer reviewedCohen, Herbert G. – School Science and Mathematics, 1992
Presents a study to examine the effects of a verbal teaching strategy versus a strategy providing instruction using activities and manipulatives in four seventh grade earth science classes with students of varying cognitive abilities (n=83). Results indicate that students with more cognitive structures perform better and that using manipulatives…
Descriptors: Academic Achievement, Cognitive Development, Cognitive Measurement, Cognitive Structures
