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ERIC Number: ED085188
Record Type: Non-Journal
Publication Date: 1970
Pages: 86
Abstractor: N/A
Reference Count: N/A
The Influence of a College Inquiry-Centered Course in Science on Student Entry into the Formal Operational Stage.
McKinnon, Joe Wallace
Reported is an examination of the effects of a newly devised science course upon the logical thought processes of college freshmen. Five tasks designed to determine whether the student did thinking logically when presented with problems of conservation of volume, reversible operations, reconciliation of irrelevant variables, and elimination of irrelevant variables were used with two groups of randomly assigned students. Pre- and posttests were administered using these same tasks after the experimental group was exposed to the course. The students of interest were those who had not met the qualifications for the highest (formal) stage of logical thought. The study found that 51 percent of the students tested were operating at Piaget's lowest level of operational thought with another 27 percent not having attained his criteria for formal thought. Using a specially developed scoring scale, individual pre- and posttest differences were compared and summed to show net growth in thought processes of each group. An F-ratio showed significance in favor of the experimental group at the .001 level. Associated data collected and compared with Piagetian scores indicated that high school physics had no effects upon female capability to think logically. Correlations of ACT scores with Piagetian data indicated near zero relationships for students scoring less than 22 on the ACT. It was ascertained that the criterion of logical thought does not seem to be a desiderata for college entrance. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-12,596 Microfilm-$4.00, Xerography-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A