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ERIC Number: ED130865
Record Type: Non-Journal
Publication Date: 1976
Pages: 133
Abstractor: N/A
Reference Count: N/A
Relationships Between Concrete and Formal Operational Physics Concepts and the Intellectual Levels of High School Students.
Grant, Rosalie May
Investigated was the compatibility between the intellectual abilities of students and the level of intellectual operations required by secondary level physics textbooks. Student intellectual levels were determined for 949 tenth-, eleventh-, and twelfth-grade students by administration of Piagetian tasks. Major concepts presented in physics textbook chapters were classified as concrete or formal. Results indicated that 74% of physics students were at the formal level of operation and 40% of the potential physics students were at the formal level; all 130 major concepts analyzed from six physics textbooks required a formal level of operation. (SL)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A