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ERIC Number: ED139620
Record Type: RIE
Publication Date: 1977-Mar
Pages: 31
Abstractor: N/A
Reference Count: 0
Proportional Reasoning in Introductory High School Chemistry.
Wheeler, Alan E.; Kass, Heidi
The purpose of this study was to determine how students' perceptions of the proportionality schema are related to achievement in introductory chemistry. A total of 309 tenth-grade students, comprised of an ALCHEM materials sample (N=168) and a CHEM study sample (N=141), enrolled in four urban senior high schools, was tested under normal classroom conditions. A set of four collectively administered neo-Piagetian Reasoning Tests served as a measure of students' cognitive functioning level. The General Proportionality Test served to indicate students' general proportional reasoning. Four subtests of a Chemistry Proportionality Test measured achievement in chemistry. In terms of cognitive functioning, the sample was classified as concrete operational (28.8%), transitional (22.3%), early formal (27.2%), and late formal (21.7%). Among additional findings were that significant correlations existed between proportional reasoning in chemistry and (1) achievement in chemistry, (2) cognitive level, and (3) proportional reasoning in a non-chemistry context, and that instruction in proportional reasoning in chemistry did not appear to enhance general proportional reasoning. (MH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (50th, Cincinnati, Ohio, March 22-24, 1977)