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ERIC Number: EJ773453
Record Type: Journal
Publication Date: 2003
Pages: 18
Abstractor: ERIC
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0022-4308
Encouraging the Transition from Concrete to Formal Cognitive Functioning--An Experiment
Lawson, Anton E.; Wollman, Warren T.
Journal of Research in Science Teaching, v40 nS1 pS33-S50 2003
According to Piaget's theory, maturation of the nervous system is sufficient for the development of formal thought. If this were the case, the job of the educational system would be small indeed. Rather, maturation determines only the totality of possibilities and impossibilities at a given stage. This study investigates whether instructional procedures can be designed and employed to successfully affect the transition from concrete to formal cognitive functioning in fifth and seventh-grade students with regard to one aspect of formal thought. Thirty-two fifth grade students and 32 seventh-grade students enrolled in an elementary school and a junior high school in Lafayette, California, served as subjects. Results suggest that instructional procedures can affect the transition from concrete to formal cognitive functioning in fifth- and seventh-grade students. Some implications for teaching are also discussed. (Contains 4 tables and 1 figure.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Grade 7; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California