The relationship among logical thinking, problem sloving instruction, and knowledge and application of earth science subject matter

Chiappetta, Eugene L.; Russell, James M.

doi:10.1002/sce.3730660111

Cited by 23 publications

(11 citation statements)

References 13 publications

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“…The result that there was no significant interaction effect is supportive of the findings in the studies by Howe and Durr (1982b) and Chiappetta and Russell (1982), while it contradicts findings by Charoenpit (1979). The second result is in direct conflict with the majority of studies regarding the relative effectiveness of activity-oriented instruction.…”

Section: Summary Of Findingssupporting

confidence: 42%

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Effects of traditional and discovery instructional approaches on learning outcomes for learners of different intellectual development: A study of chemistry students in Zambia

Mulopo¹,

Fowler²

1987

J Res Sci Teach

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This study examined the differential effectiveness of traditional and discovery methods of instruction for the teaching of science concepts, understandings about science, and scientific attitudes, to learners at the concrete and formal level of cognitive development. The dependent variables were achievement, understanding science, and scientific attitude; assessed through the use of the ACS Achievement Test (high school chemistry, Form 1979), the Test on Understanding Science (Form W), and the Test on Scientific Attitude, respectively. Mode of instruction and cognitive development were the independent variables. Subjects were 120 Form IV (11th grade) males enrolled in chemistry classes in Lusaka, Zambia. Sixty of these were concrete reasoners (mean age = 18.23) randomly selected from one of the two schools. The remaining 60 subjects were formal reasoners (mean age 18.06) randomly selected from a second boys' school. Each of these two groups was randomly split into two subgroups with 30 subjects. Traditional and discovery approaches were randomly assigned to the two subgroups of concrete reasoners and to the two subgroups of formal reasoners. Prior to instruction, the subjects were pretested using the ACS Achievement Test, the Test on Understanding Science, and the Test on Scientific Attitude. Subjects received instruction covering eight chemistry topics during approximately 10 weeks. Posttests followed using the same standard tests. Two‐way analysis of covariance, with pretest scores serving as covariates was used and 0.05 level of significant was accepted. Tukey WSD technique was used as a follow‐up test where applicable. It was found that (1) for the formal reasoners, the discovery group earned significantly higher understanding science scores than the traditional group. For the concrete reasoners mode of instruction did not make a difference; (2) overall, formal reasoners earned significantly higher achievement scores than concrete reasoners; (3) in general, subjects taught by the discovery approach earned significantly higher scientific attitude scores than those taught by the traditional approach. The traditional group outperformed the discovery group in achievement scores. It was concluded that the traditional approach might be an efficient instructional mode for the teaching of scientific facts and principles to high school students, while the discovery approach seemed to be more suitable for teaching scientific attitudes and for promoting understanding about science and scientists among formal operational learners.

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Section: Summary Of Findingssupporting

confidence: 42%

“…Results of a study by Chiappetta and Russell (1982) indicated that intellectual development had a strong influence on the acquisition of problem-solving skills. Tobin and Capie (1982) found that formal reasoning was the strongest predictor of process skill outcomes.…”

Section: Introductionmentioning

confidence: 99%

Effects of traditional and discovery instructional approaches on learning outcomes for learners of different intellectual development: A study of chemistry students in Zambia

Mulopo¹,

Fowler²

1987

J Res Sci Teach

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“…LTh includes proportional, combinational, and probabilistic reasoning as well as reasoning related to the isolation and control of variables, conservation of weight, and displaced volume. Literature is rich in studies reporting the correlation between LTh and students' performance in science: Lawson (1982), Chiappetta & Russell (1982), Chandran et al (1987), Lawson & Thompson (1988), Zeitoun (1989), Niaz (1996), and BouJaoude et al (2004, to mention a few.…”

Section: Logical Thinkingmentioning

confidence: 96%

“…Research has supported the construct validity of TCO, since CO corresponding to mental resources activated during cognitive tasks can be operationalized by psychometric variables measured at the behavioral level. Thus, variables, such as the information processing capacity (M-capacity), logical thinking (LTh), field dependence/independence (FDI), or convergent/divergent thinking (CD), have been proved to play a significant role in a wide range of tasks, and they affect students' performance in science, such as physics (Johnstone, Hogg & Ziane, 1993), chemistry (BouJaoude, Salloum & Abd-El-Khalick, 2004;Chandran, Treagust & Tobin, 1987), organic synthesis (Stamovlasis & Tsaparlis, 2005), physical chemistry (Tsaparlis, 2005), and earth science (Chiappetta & Russell, 1982), to mention a few. Recently, three of the above-mentioned cognitive variables-LTh, FDI, and CD-were found to affect students' mean achievement score on the topic of the structure of matter and its changes of state (Tsitsipis, Stamovlasis & Papageorgiou, 2010).…”

Section: Introductionmentioning

confidence: 99%

A Probabilistic Model for Students’ Errors and Misconceptions on the Structure of Matter in Relation to Three Cognitive Variables

Tsitsipis

Stamovlasis

Papageorgiou

2011

Int J of Sci and Math Educ

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In this study, the effect of 3 cognitive variables such as logical thinking, field dependence/field independence, and convergent/divergent thinking on some specific students' answers related to the particulate nature of matter was investigated by means of probabilistic models. Besides recording and tabulating the students' responses, a combination of binomial and multinomial logistic regression techniques was used to analyze the data. Thus, students' misconceptions as well as the compatible-with-thescientific-view student's answers were explored one by one in relation to the above 3 cognitive variables. The study took place with the participation of 329 ninth-grade junior high school pupils (aged 14-15). The results showed that mostly logical thinking and sporadically the other 2 cognitive variables were significantly associated with students' answers. Interpretation of the results and implications for science education are discussed.

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“…For more than 20 years, science educators have been responding to the call for more emphasis on the process of "doing science" as an effective way for the students to learn, retain, and use scientific information (Chiappetta and Russell, 1982;Narum, 1991;Modell and Michael, 1993;Ertepinar and Geban, 1996;Heppner, 1996;Jarmul and Olson, 1996;National Research Council [NRC], 1996, 1998Butts and Jackson, 1997;Glasson and McKenzie, 1997;McNeal and D'Avanzo, 1997;Ratcliffe, 1998;Yip, 2005). Learning occurs best when students are actively involved in the construction of their knowledge (Mestre and Cocking, 2002).…”

Section: Introductionmentioning

confidence: 99%

An Investigative, Cooperative Learning Approach to the General Microbiology Laboratory

Seifert

Fenster

Dilts

et al. 2009

LSE

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Investigative-and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences.

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The relationship among logical thinking, problem sloving instruction, and knowledge and application of earth science subject matter

Cited by 23 publications

References 13 publications

Effects of traditional and discovery instructional approaches on learning outcomes for learners of different intellectual development: A study of chemistry students in Zambia

Effects of traditional and discovery instructional approaches on learning outcomes for learners of different intellectual development: A study of chemistry students in Zambia

A Probabilistic Model for Students’ Errors and Misconceptions on the Structure of Matter in Relation to Three Cognitive Variables

An Investigative, Cooperative Learning Approach to the General Microbiology Laboratory

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