Untitled

Knight, Kim H.; Elfenbein, Morton H.; Martin, Matthew B.

doi:10.1023/a:1025605523940

Cited by 19 publications

(3 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, Noh and Scharmann found that GALT score correlated significantly with students' problem-solving ability (5), Bunce and Hutchinson found that GALT could be used to identify students at risk of failure in college chemistry (31), and Poole demonstrated significant relationships between students' GALT scores and microbiology grades (32) that TOLT was a significant predictor of performance on conceptual chemistry problems (8). Knight et al reported no relationship between TOLT and "connected" or "separate" dimensions of their Knowing Styles Inventory (33). Verzoni and Swan found that TOLT scores were strongly related to conditional reasoning performance, namely, "the ability to reason deductively using inferential rules at progressively higher levels of abstraction" (34).…”

Section: Two Tests Of Logical Thinkingmentioning

confidence: 99%

“…Boujaoude and Salloum illustrated that TOLT was a significant predictor of performance on conceptual chemistry problems . Knight et al reported no relationship between TOLT and “connected” or “separate” dimensions of their Knowing Styles Inventory . Verzoni and Swan found that TOLT scores were strongly related to conditional reasoning performance, namely, “the ability to reason deductively using inferential rules at progressively higher levels of abstraction” .…”

Section: Two Tests Of Logical Thinkingmentioning

confidence: 99%

“…Students receive 1 point for a complete and correct list, with no partial credit; thus, scores on TOLT have a range of 0−10. This grading scheme is the scoring process advised by the original test developer and used in the literature ,, . In addition to items from TOLT, TOLT + 2 has 2 concrete items on principles of conservation taken from GALT.…”

Section: Comparison 1: Tolt Versus Tolt + 2 Instrumentsmentioning

confidence: 99%

See 2 more Smart Citations

Comparing Two Tests of Formal Reasoning in a College Chemistry Context

Jiang

Garcia

et al. 2010

J. Chem. Educ.

View full text Add to dashboard Cite

The Test of Logical Thinking (TOLT) and the Group Assessment of Logical Thinking (GALT) are two of the instruments most widely used by science educators and researchers to measure students’ formal reasoning abilities. Based on Piaget’s cognitive development theory, formal thinking ability has been shown to be essential for student achievement in science and chemistry courses. The major difference between TOLT and GALT is two concrete items relating to conservation of mass and volume, which GALT contains over and above TOLT. The first intent of this study was to determine whether the two concrete items represent an advantage for the general chemistry population in terms of test reliability, discriminatory power, and item bias. Accordingly, TOLT and “TOLT + 2” (TOLT with the extra two concrete items) were each administered to a sample of over 900 students enrolled in first-semester general chemistry. The two concrete items were not observed to provide any advantage, and DIF analysis suggests that TOLT is tenably a less biased test. The second part of the study entailed a direct comparison between TOLT and GALT as intact instruments. GALT was found to have no advantage over TOLT in terms of reliability, discriminatory power, or potential item bias for either general chemistry or preparatory chemistry students.

show abstract

Section: Two Tests Of Logical Thinkingmentioning

confidence: 99%

Section: Two Tests Of Logical Thinkingmentioning

confidence: 99%

Section: Comparison 1: Tolt Versus Tolt + 2 Instrumentsmentioning

confidence: 99%

See 1 more Smart Citation

Comparing Two Tests of Formal Reasoning in a College Chemistry Context

Jiang

Garcia

et al. 2010

J. Chem. Educ.

View full text Add to dashboard Cite

show abstract

Learning styles of design students and the relationship of academic performance and gender in design education

Demirbaş

Demirkan

2007

Learning and Instruction

166

View full text Add to dashboard Cite

The study focuses on design education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of freshman design students in three successive academic years. Findings indicate that the distribution of design students through learning style type preference was more concentrated in assimilating and converging groups. Further study indicates that the first and third groups were found to be more balancing while the second group being mostly a southerner. The learning style preferences did not significantly differ by gender in all three groups. Although there is no consistency in all three groups, results indicate that the performance scores of males were higher in technology-based courses, whereas scores of females were higher in artistic and fundamental courses and in the semester academic performance scores (GPA). Also, it was found that the performance scores of converging and diverging students differed significantly in favor of converging students only in design courses. In design education, instructors should provide a strategy that is relevant to the style of each learner in design studio process.

show abstract

Kolb's Learning Style Inventory-1985: Validity issues and relations with metacognitive knowledge about problem-solving strategies

Metallidou

Πλατσίδου

2008

Learning and Individual Differences

View full text Add to dashboard Cite

Untitled

Cited by 19 publications

References 16 publications

Comparing Two Tests of Formal Reasoning in a College Chemistry Context

Comparing Two Tests of Formal Reasoning in a College Chemistry Context

Learning styles of design students and the relationship of academic performance and gender in design education

Kolb's Learning Style Inventory-1985: Validity issues and relations with metacognitive knowledge about problem-solving strategies

Contact Info

Product

Resources

About