The effect of experiential science on development of logical thinking in children (original) (raw)
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Concrete and formal piagetian stages and science concept attainment
Journal of Research in Science Teaching, 1978
Many students find abstract subjects such as chemistry and physics difficult to learn, and there is reason to believe that part of this difficulty is associated with the student's intellectual development as described by . According t o Piaget's theory, the formal stage of intellectual development starts at 11-12 years of age and the individual becomes fully formal at age 15-16.
Comments on “the effect of experimental science on development of logical thinking in children”
Journal of Research in Science Teaching, 1978
This paper by I~M and Thier was selected by the JRST Award Committee as the outstanding article appearing in JRST for 1975. As authors of this critique, we assume that criteria for defdng "outstanding" would include quality of research design as well as the more subjective area of importance or significance to the field of science education. No quarrel is taken with the latter criterion as applied to Linn and Thier's paper, but the research design, at least as reported in their paper, raises a number of issues and leaves many questions unanswered. Among the more important "design" questions are the following:
"Development of Logical Thinking in Elementary School Students in relation to
The present study was conducted to investigate Logical Thinking in Elementary School Students. Logical Thinking and Certain Cognitive are interrelated. The point of the examination was to discover the relationship of Logical Thinking of Elementary School Students with Certain Cognitive. The study used descriptive method of research. The investigator had taken 240 secondary school students by using random sampling technique respectively. The students were assessed by using Piagetian type to asses logical thinking of the subjects and Raven's Colored Progressive matrices for measurement of intelligence. KEYTERMS: Logical Thinking, Certain Cognitive and Elementary School Students. The human child, for a long time, was presumed to be non-different from the adult; the little child was considered a miniature adult. He was dressed in adult clothes cut to suit his size. He was expected to think and behave like adults. It took a long time for this faulty conception of human development to change. Small children now are no longer considered as miniature adults and they are not expected to think and behave like their adult counterparts. Piaget has experimentally proved that adult forms of thought are distinct from those of children. The extensive research of Jean Piaget has helped dispelling this very common misconception regarding the nature of human thought and intelligence. JUSTIFICATION OF THE STUDY Since the development of logical thinking is very important for the cognitive functioning of an individual throughout his life; and also it is most crucial from the educational point of view, the important issue before us today is to identify the structure of elementary school student thought taking into account the maximum number of its dimensions. Equally important is to develop a matching model of curriculum and pedagogy for class room instruction in different subjects. The present investigator, however, thinks more significant thing would be to know the acquisition of the necessary tools for logical thinking and to see the development of these tools in respect of certain variables. Benet and others much before Piaget tried to describe human intelligence in terms of one's capacity to think rationally. In the light of above discussion, the present investigator wants to conduct the study in Assam state. The main purpose of the study will be to see a correspondence between child's acquisitions of various tools or instruments on which logical thinking depends and his/her actual measured intelligence, age and socioeconomic status.
Individual Differences in Children’s Scientific Reasoning
Education Sciences
Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving skills. A sample of 160 upper-primary schoolchildren completed a practical scientific reasoning task that gauged their command of the five component skills and did not require them to read. In addition, children took standardized tests of reading comprehension and numerical ability and completed the Tower of Hanoi task to measure their problem-solving skills. As expected, children differed substantially from one another. Generally, scores were highest for experimenting, lowest for evaluating data and drawing conclusions and intermediate for ...
This research study was conducted with the aim to apply Concrete Operational Stage (7-11 years) of Piaget's Cognitive development theory in learning general science. Objectives of the study were to apply Concrete Operational Stage of Piaget's Cognitive development theory and to compare academic achievement of urban and rural students in the subject of general science falling in this Stage of theory. Sample of the study was comprised of two hundred students of age seven to eleven years. A self-developed test to measure the academic achievement of the students in the subject of general science was used as a research tool. Results of the study revealed that overall students falling in concrete operational stage of the Piaget' theory have the ability to solve the problems in learning general science up to some extent as well as in rural and urban context. However, urban school students falling in Piaget's concrete operational stage have better performance regarding the ability and to solve the problems of Chemistry, Biology, and Physics in general science than the rural students. It is concluded that socio-cultural environment (rural vs. urban) have impact on Piaget' concrete operational stage students in learning general science.
Reasoning patterns of preservice elementary and middle school science teachers
Science Education, 1984
The development of formal reasoning ability has been a subject of extensive research over the past two decades. Studies at the high school and college levels in the United States have indicated that the majority of these students do not function at the formal operational level (Chiappetta, 1976). These findings have been replicated at the high school level in Britain (Lovell, 1961; Shayer, Kuchemann, & Wylam, 1976) and Australia (Dale, 1970). Other studies indicate that science achievement (Sayre & Ball, 1975) and the understanding of science concepts (Cantu & Herron, 1978; Lawson & Renner, 1975) are related to the ability of students to use formal operational logic. As a consequence of this research several writers have emphasized the need to modify objectives, content, and teaching methods according to the level of cognitive development of learners (Chiappetta, 1976; Lawson & Renner, 1975; Shayer, 1978). As well, some writers have urged that the development of formal reasoning ability should be a major priority in science education (DeCarcer, Gabel, & Staver, 1978; Lawson, 1982a; McKinnon & Renner, 1971). Reasoning limitations of preservice science teachers are a cause for concern because effectiveness might be reduced in materials-centered activities in which teachers need to be responsive to diverse situations that arise. Lawson (1982b) has indicated that instruction in formal reasoning can be successful with college students. As a consequence, there is a need to investigate the extent and nature of reasoning limitations
Journal of Research in Science Teaching, 1995
The research reported in this paper was undertaken to obtain a better understanding of problem solving and scientific reasoning in 10-year-old children. The study involved measuring children's competence at syllogistic reasoning and in solving a series of problems requiring inductive reasoning. Children were also categorized on the basis of levels of simultaneous and successive synthesis. Simultaneous and successive synthesis represent two dimensions of information processing identified by Luria in a program of neuro-psychological research. Simultaneous synthesis involves integration of information in a holistic or spatial fashion whereas successive synthesis involves processing information sequentially with temporal links between stimuli. Analysis of the data generated in the study indicated that syllogistic reasoning and inductive reasoning were significantly correlated with both simultaneous and successive synthesis. However, the strongest correlation was found between simultaneous synthesis and inductive reasoning. These findings provide a basis for understanding the roles of spatial and verbal-logical ability as defined by Luria's neuropsychological theory in scientific problem solving. The results also highlight the need for teachers to provide experiences which are compatible with individual students' information processing styles.