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Peer reviewedGarnett, Patrick J.; Tobin, Kenneth – Science Education, 1984
Determined that the majority of 299 preservice teachers did not use formal reasoning patterns when they attempted to solve a variety of problems. Results obtained for controlling variables and for proportional, probabilistic, correlational, and combinatorial reasoning are discussed with implications for middle/junior high school science teaching.…
Descriptors: Abstract Reasoning, Elementary Education, Elementary School Science, Higher Education
