Are Colleges Concerned with Intellectual Development?

McKinnon, Joe W.; Renner, John W.

doi:10.1119/1.1986367

Cited by 158 publications

(73 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It may not be that simple. Recent work indicates that many individuals who should chronologically be at Piaget's formal operations level are still at the concrete level (3,4). Many responses of the Low EC group may indicate a concrete operational level of thinking.…”

Section: Methodsmentioning

confidence: 95%

Environmental Beliefs and Educational Ability

Cohen

Hollingsworth

1973

The Journal of Environmental Education

View full text Add to dashboard Cite

Section: Methodsmentioning

confidence: 95%

Environmental Beliefs and Educational Ability

Cohen

Hollingsworth

1973

The Journal of Environmental Education

View full text Add to dashboard Cite

“…Galileo's further use of the abstraction of an infinitely smooth plane is inconceivable to the 50% of students who are still at Piaget's concrete operational stage. See Renner and Paske Need to Emphasize Epistemology in Teaching and Research 335 (1977), Prigo (1978) and Mckinnon and Renner (1971) Details are shown in Fig. 1 (based on Renner and Paske 1977).…”

Section: Implications For Teachingmentioning

confidence: 98%

The Need to Emphasize Epistemology in Teaching and Research

Kalman

2009

Sci & Educ

View full text Add to dashboard Cite

The views on epistemology by philosophers of science are developed through an historical lens. Enabling students to develop a scientific mindset is complicated by student's views on the Nature of Science. Students need to appreciate the history of science and to contrast different frameworks. In order to do this, students have to be able to follow presentations in class and read their textbooks. Although individual words are understandable, the sentences appear to take the form of an unknown language. The solution utilized in this paper is to get students to approach their reading of their textbooks in the manner of the hermeneutical circle through an activity called Reflective Writing.

show abstract

“…Linn & Thier (1975) found that fifth graders who were taught using the SCIS materials performed better than those who did not on tasks that required identification and compensation of variables. Several studies noted general gains in reasoning skills and in proportional reasoning for students who experienced instruction using the learning cycle model (McKinnon & Renner, 1971;Renner & Lawson, 1975;Wollman & Lawson, 1978). Finally, a number of studies assessed the development of formal thinking skills among students who experienced either learning cycle or traditional instruction.…”

Section: Developing Scientific Reasoningmentioning

confidence: 99%

Teaching the Hardy-Weinberg Equilibrium: A 5E Lesson Plan

Smith

2017

The American Biology Teacher

View full text Add to dashboard Cite

This review centers on the BSCS 5E Instructional Model. That model consists of the following phases: engagement, exploration, explanation, elaboration, and evaluation. Table 1 summarizes the instructional emphasis for the different phases. Table 1. Summary of the BSCS 5E Instructional ModelPhase Summary Engagement The teacher or a curriculum task accesses the learners' prior knowledge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students' thinking toward the learning outcomes of current activities. Exploration Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete lab activities that help them use prior knowledge to generate new ideas, explore questions and possibilities, and design and conduct a preliminary investigation. Explanation The explanation phase focuses students' attention on a particular aspect of their engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to directly introduce a concept, process, or skill. Learners explain their understanding of the concept. An explanation from the teacher or the curriculum may guide them toward a deeper understanding, which is a critical part of this phase. Elaboration Teachers challenge and extend students' conceptual understanding and skills.Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students apply their understanding of the concept by conducting additional activities. EvaluationThe evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives.Since the late 1980s this instructional model has been used in the design of BSCS curriculum materials. The model describes a teaching sequence that can be used for entire programs, specific units, and individual lessons. The BSCS 5E Instructional Model plays a significant role in the curriculum development process as well as the enactment of curricular materials in science classrooms.

show abstract

Are Colleges Concerned with Intellectual Development?

Cited by 158 publications

References 0 publications

Environmental Beliefs and Educational Ability

Environmental Beliefs and Educational Ability

The Need to Emphasize Epistemology in Teaching and Research

Teaching the Hardy-Weinberg Equilibrium: A 5E Lesson Plan

Contact Info

Product

Resources

About