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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ222446
Record Type: CIJE
Publication Date: 1980-Apr
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Relationships between Actualizing Concrete and Formal Science Teaching Intentions and the Levels of Cognitive Development among Some Prospective Teachers in Nigeria.
Ehindero, Olusola J.
Science Education, v64 n2 p185-93 Apr 1980
Determines relationships between prospective secondary school science teachers' (N=60) level of cognitive development (i.e., Piaget's concrete operational or formal operational stage) and success in stating and actualizing teaching intentions. (CS)
Descriptors: Cognitive Development, Educational Research, Higher Education, Preservice Teacher Education, Science Education, Science Teachers, Secondary School Science, Secondary School Teachers
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Nigeria; Piaget (Jean)