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Peer reviewed Peer reviewed
ERIC Number: EJ419059
Record Type: CIJE
Publication Date: 1990
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0263-5143
EISSN: N/A
Science Teachers' Spontaneous, Latent or Non-attendance to the Validity of Conclusions in Reported Situations.
Jungwirth, Ehud
Research in Science and Technological Education, v8 n2 p103-15 1990
Discussed is whether, and to what extent, science teachers critically and spontaneously attend to the logical structure of situations, and whether they need prompting, or completely fail to do so. The relationship between the results of this study and science teachers' pre- and in-service education is discussed. (Author/KR)
Descriptors: Cognitive Development, Critical Thinking, Inservice Teacher Education, Logical Thinking, Physics, Postsecondary Education, Preservice Teacher Education, Problem Solving, Process Education, Science Education, Secondary School Science, Skill Development, Thinking Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A