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ERIC Number: ED161770
Record Type: RIE
Publication Date: 1978
Pages: 78
Abstractor: N/A
Reference Count: 0
Scientific Concept Learning in Children Subsequent to A-T Instruction: The Effect of Prior Knowledge on Resulting Cognitive Structure.
Pines, A. Leon
This study presents evidence to substantiate the hypothesis that an important relationship exists between prior knowledge and resulting cognitive structure subsequent to instruction; and thus that relevant existing cognitive structure is an important variable affecting learning. The subjects were 126 first-grade students. Relevant existing cognitive structure was ascertained prior and subsequent to instruction using a modified Piagetian clinical interview. One pre- and three post-instructional interviews were administered. All the interviews were taped and transcribed. A conceptual propositional analysis was then employed to compare interviews. (Author/BB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (51st, Toronto, Canada, March 31-April 2, 1978); Contains photographs which may not reproduce well; Tables marginally legible