Cognitive Interactions in Science: Classroom Practices and Some Prescriptions of Theories of Learning.

Hacker, R. G.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ224232

Record Type: Journal

Publication Date: 1980-Mar

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

Cognitive Interactions in Science: Classroom Practices and Some Prescriptions of Theories of Learning.

Hacker, R. G.

Alberta Journal of Educational Research, v26 n1 p25-35 Mar 1980

Cognitive interactions of science lessons can vary along many different dimensions. Although teaching practices in secondary science classes generally progress from knowledge of facts and principles to applications and problem solving, the trend is reversed in grade 12. Less practical application is evident in early secondary grades. (SB)

Descriptors: Cognitive Style, High School Seniors, Learning Theories, Science Instruction, Secondary Education, Teaching Methods, Teaching Styles

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A