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| Sonst. Personen | Blosser, Patricia E. (Hrsg.); Helgeson, Stanley L. (Hrsg.) |
|---|---|
| Institution | Ohio State Univ., Columbus. Center for Science and Mathematics Education. |
| Titel | Investigations in Science Education. Volume 11, Number 3. |
| Quelle | 11 (1985) 3, (80 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Cognitive Style; Concept Formation; Elementary Secondary Education; Higher Education; Science Education; Science Instruction |
| Abstract | Abstracts and abstractors' critiques are presented for six studies dealing with concept formation and misconceptions and for five studies dealing with cognitive development. The first six studies investigated: children's naive conceptions of the human body; students' understanding (or misunderstanding) of states of matter and density changes; the effect of an inquiry-oriented instructional design on the learning of selected biology concepts; children's conceptions of changes of state of water; the use of concept and Vee mapping strategies in junior high school science classrooms; and the effect of peer teaching on concept development. The next five studies investigated: interactions between learner characteristics and teaching strategies; the validity of the cognitive preference constructs; relationships between cognitive preferences and creativity; the effectiveness of chemistry instruction using manipulable materials and peer interaction; and the effects of instruction in native language and in a second language on children's cognitive development. Responses to the critiques by the authors of two of the studies are included. (JN) |
| Anmerkungen | Information Reference Center (SMEAC/IRC), The Ohio State Univ., 1200 Chambers Rd., 3rd Floor, Columbus, OH 43212 (U.S. subscription $8.00; $2.75 single copy). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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