The effect of reasoning on student performance on different sections of a posttest

Staver, John R.; Halsted, Douglas A.

doi:10.1002/sce.3730680210

Science Education

1984

DOI: 10.1002/sce.3730680210

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The effect of reasoning on student performance on different sections of a posttest

John R. Staver

Douglas A. Halsted

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1984

1987

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Cited by 2 publications

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“…Staver (1978;Staver & Gabel, 1979) found a wide range of sophistication in high school age subjects' responses to five Piagetian formal reasoning tasks during the validation of the Piagetian Logical Operations Test, PLOT. This finding has been replicated in subsequent research using PLOT to assess the reasoning of high school students (Staver & Halsted, 1982). Howe and Durr (1982) reported similar results during a study on the cognitive demands of instructional units in high school chemistry.…”

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Research on Formal Reasoning Patterns in Science Education: Some Messages for Science Teachers

Staver

1984

School Sci & Mathematics

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supporting

confidence: 57%

Research on Formal Reasoning Patterns in Science Education: Some Messages for Science Teachers

Staver

1984

School Sci & Mathematics

Self Cite

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A comparison of concrete and formal science instruction upon science achievement and reasoning ability of sixth grade students

Saunders

Shepardson²

1987

J Res Sci Teach

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DAN I EL S E PA R DS 0 N National Energy Foundation. 5160 W h y Post Way, No. 200, Salt Lake City, Utuh 84116ABSTFUCT Several recent studies suggest concrete learners make greater pains in student achievement and in cognitive development when receiving concrete instruction than when receiving formal instruction. This study examined the effect of concrete and formal instruction upon reasoning and science achievement of sixth grade students. Four intact classes of sixth grade students were randomly selected into two treatment groups; concrete and formal. The treatments were patterned after the operational definitions published by Schneider and Renner (1980). Pretest and posttest measures were taken on the two dependent variables; reasoning, measured with Lawson's Classroom Test of Formal Reasoning, and science achievement, measured with seven teacher made tests covering the following units in a sixth grade general science cuniculum: Chemistry, Physics, Earth Science, Cells, Plants, Animals, and Ecology. Analysis of covariance indicated signrficantly higher levels (better than 0.05 and in some cases 0.01) of performance in science achievement and cognitive development favoring the concrete instruction group and a significant gender effect favoring males.

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The effect of reasoning on student performance on different sections of a posttest

Cited by 2 publications

References 10 publications

Research on Formal Reasoning Patterns in Science Education: Some Messages for Science Teachers

Research on Formal Reasoning Patterns in Science Education: Some Messages for Science Teachers

A comparison of concrete and formal science instruction upon science achievement and reasoning ability of sixth grade students

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