A Comparison of Levels of Cognitive Thought Determined by the Longeot Test and Achievement Levels of Secondary School Science Students.

Autor/inn/en	Boucher, Elizabeth F.; Fletcher, Richard K., Jr.
Institution	Tennessee Technological Univ., Cookeville.
Titel	A Comparison of Levels of Cognitive Thought Determined by the Longeot Test and Achievement Levels of Secondary School Science Students.
Quelle	(1982), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Biology; Chemistry; Cognitive Development; Developmental Stages; Educational Research; General Science; Physical Sciences; Physics; Science Education; Science Instruction; Secondary Education; Secondary School Science; Secondary School Students; Sex Differences; Student Characteristics + Suchen Sie Ihr Suchwort? Schulleistung; Biologie; Chemie; Kognitive Entwicklung; Bildungsforschung; Pädagogische Forschung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Physik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Sekundarschüler; Sex difference; Geschlechtsunterschied
Abstract	The purpose of this study was to: (1) assess the reasoning levels of students using the Longeot Test; (2) compare the background of each student with the student's reasoning ability; and (3) identify which factors would best determine a student's reasoning level on the Longeot Test. The sample consisted of 636 students (336 females and 300 males) from nine schools located in the Upper Cumberland Region of Tennessee. Materials used for the study included the Longeot Test, standardized test scores (obtained for 501 students), and student background information, including age, sex, educational level of parents, and type of science course students were taking, i.e., biology (N=220), general science (N=110), chemistry (N=127), physical science (N=119), and physics (N=60). Results indicate that these variables affected student performance on the Longeot Test. In addition, results showed that a greater percentage of formal thinkers were male (53.7 percent) as opposed to female (46.3 percent). The significant differences found in correlating these variables support other research indicating the presence of two developmental stages in adolescence, that males score higher on a test of reasoning ability based on a Piagetian model than females, and that there is a positive correlation between achievement level and reasoning level. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC