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Peer reviewedWestbrook, Susan L.; Rogers, Laura N. – Journal of Research in Science Teaching, 1994
Students (n=46) were assigned to one of three instructional groups (descriptive, question design, and hypothesis testing) to test the hypothesis that descriptive learning cycles are not sufficient to stimulate students to reason at a formal operational level. Analyses indicated that the hypothesis-testing group exhibited a significant increase on…
Descriptors: Developmental Stages, Educational Research, Formal Operations, Junior High Schools
