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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ258412
Record Type: CIJE
Publication Date: 1982-Jan
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
The Relative Responsiveness of Concrete Operational Seventh Grade and College Students to Science Instruction.
Lawson, Anton E.
Journal of Research in Science Teaching, v19 n1 p63-77 Jan 1982
To determine responsiveness to instruction, matched concrete operational seventh-grade (N=50) and college (N=72) students were given identical classroom instruction in probabilistic and correlational reasoning using biological concepts. Field dependence/independence and fluid intelligence were examined. Reasons why college students are more responsive and implications for science teaching are discussed. (JN)
Descriptors: Biology, Cognitive Development, Cognitive Style, College Science, College Students, Developmental Stages, Grade 7, Higher Education, Intelligence, Junior High School Students, Science Education, Science Instruction, Secondary Education, Secondary School Science, Student Characteristics
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Field Dependence Independence; Science Education Research