The research articles published in the "Journal of Research in Science Teaching" in 1965, 1975, 1985, 1995, and in 2005 were surveyed to discover the extent to which they were theory driven. Carey and Smith's theory of the development of science epistemologies was used to frame the study. Specifically their theory posits that science…

This study compared the relationships of self-efficacy and reasoning ability to achievement in introductory college biology. Based on the hypothesis that developing formal and postformal reasoning ability is a primary factor influencing self-efficacy, a significant positive correlation was predicted between reasoning ability and degree of…

Using the biology faculty of one high school (n = 9) and the mathematics faculty of another (n = 16), this study tested the hypothesis that constructivist teachers play an active role within teacher communication networks (the constructivist-teacher hypothesis). This hypothesis contrasts with the view that constructivist teachers operate alone and…

A long-standing and continuing controversy exists regarding the role of induction and deduction in reasoning and in scientific inquiry. Given the inherent difficulty in reconstructing reasoning patterns based on personal and historical accounts, evidence about the nature of human reasoning in scientific inquiry has been sought from a controlled…

The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) Program is one of several reform efforts supported by the National Science Foundation. The primary ACEPT reform mechanism has been month-long summer workshops in which university and community college science and mathematics faculty learn about instructional reforms…

According to Piaget's theory, maturation of the nervous system is sufficient for the development of formal thought. If this were the case, the job of the educational system would be small indeed. Rather, maturation determines only the totality of possibilities and impossibilities at a given stage. This study investigates whether instructional…

Investigates the responses of a sample of preservice biology teachers enrolled in a teaching methods course to a casual question about why water rose in a jar inverted over a burning candle placed in a pan of water by formulating and testing six hypotheses. (Contains 43 references.) (Author/YDS)

Investigates the reasons for data fabrication among undergraduate and graduate students. Presents several examples of getting misled by the candle and tumbler demonstration. Concludes that presented facts, concepts, or principles increase the incidence of data cooking. (YDS)

Tests the hypothesis that an early adolescent brain growth plateau and spurt exists, and that this plateau and spurt influence students' ability to reason scientifically and to learn theoretical science concepts. Finds that measures of students' (n=210) prefrontal lobe activity correlated highly with scientific reasoning ability, and that these…

Tests the hypothesis that two general developmentally-based levels of hypothesis-testing skills exist. Finds a positive relationship between level of hypothesis-testing skill and performance on a transfer problem involving the test of a hypothesis based on unobservable entities. Also finds a positive relationship between level of…

Tests the hypothesis that maturing prefrontal lobes play a role in the development of proportional reasoning skill because the prefrontal lobes are involved in the inhibition of task-irrelevant information and the representation of task-irrelevant information. Assigns students randomly to manipulative or verbal tutoring groups and tests both…

Extends prior theory and research by postulating the existence of an intermediate class of concepts called 'hypothetical'. Investigates the hypothesis that three kinds of scientific concepts exist by constructing and administering a test on concepts introduced in a college biology course. Supports the hypothesis that intellectual development…

Asks the question, Can the learning cycle also be applied effectively to science text? High school students (n=23) were tested for reasoning ability then randomly assigned to read either a learning-cycle or traditional-text passage. Students who read the learning-cycle passage earned higher scores on concept comprehension questions at all…

The purpose of this study was to determine if factors to predict success in college biology (i.e., prior knowledge of biology or reasoning ability) depend on the instructional method employed (i.e., expository or inquiry). Reasoning ability was found to account for a significant amount of variance in final examination scores, regardless of…

Describes an investigation undertaken to evaluate whether or not the Purdue experimental program, through its concrete curricular materials and inquiry-oriented procedures, had been successful in promoting formal reasoning abilities in its students. Results indicated that concrete curricular materials and problems can promote the development of…