ERIC Number: ED325330
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
The Relationship of Logical Thinking and Disembedding Ability to a Conceptual Shift Using a Physical Science Concept.
This study describes the relationship of two cognitive variables, logical thinking and disembedding ability, to learners' abilities to make conceptual shifts from less acceptable to more acceptable conceptual understandings of a physical phenomenon. The difference in the logical thinking and disembedding ability of students who exhibited different levels of conceptual understanding of an event ranged from no understanding to an acceptable level of understanding. The differences in the logical thinking and disembedding ability of students who were able to make a conceptual shift were compared to those who did not make a shift. Recommendations for curriculum, teachers, logical thinking skills, learners, and for further research are included. Student worksheets, Test of Logical Thinking (TOLT), Group Embedded Figures Test (GEFT), an explanation of the burning candle event, a conceptual understanding form, and a student permission form, are appended. (KR)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Note: Doctoral Dissertation, Ohio State University. Contains some small and broken type which may not reproduce well.