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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ297254
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
An Assessment of the Validity and Discrimination of the Intensive Time-Series Design by Monitoring Learning Differences between Students with Different Cognitive Tendencies.
Farnsworth, Carolyn H.; Mayer, Victor J.
Journal of Research in Science Teaching, v21 n4 p345-55 Apr 1984
Results of this study confirm discrimination of the intensive time-series design and indicate that it can be used to distinguish differences in learning (comprehension and knowledge) between eighth-grade earth science students (N=95) having formal cognitive tendencies and those having concrete cognitive tendencies. (JN)
Descriptors: Academic Achievement, Cognitive Development, Comprehension, Developmental Stages, Earth Science, Grade 8, Junior High Schools, Knowledge Level, Learning, Research Methodology, Science Education, Secondary School Science
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Science Education Research; Time Series Design