ERIC Number: ED264135
Record Type: Non-Journal
Publication Date: 1985
Reference Count: N/A
Investigations in Science Education. Volume 11, Number 3.
Blosser, Patricia E., Ed.; Helgeson, Stanley L., Ed.
Investigations in Science Education, v11 n3 1985
Abstracts and abstractors' critiques are presented for six studies dealing with concept formation and misconceptions and for five studies dealing with cognitive development. The first six studies investigated: children's naive conceptions of the human body; students' understanding (or misunderstanding) of states of matter and density changes; the effect of an inquiry-oriented instructional design on the learning of selected biology concepts; children's conceptions of changes of state of water; the use of concept and Vee mapping strategies in junior high school science classrooms; and the effect of peer teaching on concept development. The next five studies investigated: interactions between learner characteristics and teaching strategies; the validity of the cognitive preference constructs; relationships between cognitive preferences and creativity; the effectiveness of chemistry instruction using manipulable materials and peer interaction; and the effects of instruction in native language and in a second language on children's cognitive development. Responses to the critiques by the authors of two of the studies are included. (JN)
Descriptors: Cognitive Development, Cognitive Style, Concept Formation, Elementary Secondary Education, Higher Education, Science Education, Science Instruction
Information Reference Center (SMEAC/IRC), The Ohio State Univ., 1200 Chambers Rd., 3rd Floor, Columbus, OH 43212 (U.S. subscription $8.00; $2.75 single copy).
Publication Type: Collected Works - Serials; Reports - Research; Information Analyses
Education Level: N/A
Authoring Institution: Ohio State Univ., Columbus. Center for Science and Mathematics Education.