ERIC Number: ED361218
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Evidence from Meta-Analysis for an Expertise Model of Achievement in Science.
Piburn, Michael D.
A quantitative synthesis of multivariate studies in science education during the past ten years yields evidence to support a model of achievement in science very much like that currently proposed in the literature of expert problem-solving. Despite previous claims, spatial visualization and verbal ability predict additional variance in achievement beyond that which they share with general intelligence. Both are also components of most theories of expertise. Cognitive ability, scientific reasoning, and prior knowledge all add further variance to the regression equation, and are demonstrably separate in their contributions to scientific achievement. Quantitative ability does not appear to be uniquely separate from cognitive ability. These results suggest an instructional program that focuses more on domain-specific skills and knowledge than on generalized and problem-solving. (Author)
Descriptors: Academic Achievement, Concept Formation, Educational Research, Elementary School Science, Elementary Secondary Education, Meta Analysis, Problem Solving, Science Curriculum, Science Education, Scientific Concepts, Secondary School Science, Spatial Ability, Thinking Skills, Verbal Ability
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A