ERIC Number: ED182165
Record Type: RIE
Publication Date: 1976-Jun
Reference Count: 0
Scientific Reasoning Ability in Adolescence: Theoretical Viewpoints and Educational Implications. Advancing Education Through Science-Oriented Programs.
Levine, David I.; Linn, Marcia C.
Research on the development of ability to control variables during adolescence is reviewed. The first section discusses studies by Piaget and his collaborators, replications of Piaget's studies, and related studies by other investigators. Factors which influence performance on controlling variables tasks are delineated; the existence of Piaget's stage of formal reasoning is considered. In the second section, attempts to train students to improve in ability to control variables are analyzed. These studies demonstrate that training improves logical thinking under some conditions. It appears that students need to learn to recognize and organize relevant information in addition to learning a particular strategy such as "make other things equal." Suggestions for future research and for development of educational programs are discussed. (Author)
Descriptors: Cognitive Development, Cognitive Processes, Elementary School Science, Elementary Secondary Education, Individual Development, Individual Differences, Junior High Schools, Problem Solving, Science Course Improvement Projects, Science Education, Science Instruction, Secondary School Science
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: California Univ., Berkeley. Lawrence Hall of Science.
Note: For related documents, see SE 029 945-947 and SE 029 877-881