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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ449162
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0263-5143
Incidental Science Knowledge in Fifth Grade Children: A Study of Its Relationship with Cognitive Development and Cognitive Style.
Di Gennaro, Menina; And Others
Research in Science and Technological Education, v10 n1 p117-26 1992
Fifty-three elementary school children were tested on Incidental Science Knowledge, i.e., knowledge acquired by chance outside school, and the results obtained were correlated with intellectual development and cognitive style as measured by interviews and group testing, respectively. Indicates that cognitive style and misconception play a fundamental role in cognitive structures even before formal science instruction. (36 references) (Author/JJK)
Descriptors: Cognitive Development, Cognitive Structures, Cognitive Style, Concept Formation, Elementary Education, Elementary School Science, Foreign Countries, Grade 5, Incidental Learning, Knowledge Level, Misconceptions, Prior Learning, Science Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Incidental Science Experience; Italy