ERIC Number: ED243671
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Monitoring the Performance of Groups of Formal and Concrete Cognitive Tendency Students Using an Intensive Time-Series Design.
Monk, John S.; And Others
A multiple-group, single-intervention intensive time-series design was used to examine the achievement of an abstract concept, plate tectonics, of students grouped on the basis of cognitive tendency. Two questions were addressed: (1) How do daily achievement patterns differ between formal and concrete cognitive tendency groups when learning an abstract concept such as plate tectonics? (2) Can regression models be created which highlight differences between cognitive tendency groups? To answer these questions data were collected from students of one eighth-grade earth science teacher (N=133) and of one ninth-grade earth science teacher (N=103). The analyses conducted indicate that formal cognitive tendency students outperformed concrete cognitive tendency students while learning plate tectonics. No definite trend in group achievement was present for the concrete cognitive tendency group while a strong positive trend was evident with the formal cognitive tendency group. Regression models which explained up to 67% of the variance observed in daily group achievement were generated. Different regression models were generated for each group in the study. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Plate Tectonics; Science Education Research; Time Series Design
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (57th, New Orleans, LA, April 27-30, 1984).