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Autor/inn/en | Wheeler, Alan E.; Kass, Heidi |
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Titel | Proportional Reasoning in Introductory High School Chemistry. |
Quelle | (1977), (31 Seiten)
PDF als Volltext |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Academic Achievement; Chemistry; Cognitive Ability; Educational Research; Instruction; Mathematical Applications; Ratios (Mathematics); Science Education; Secondary Education; Secondary School Science |
Abstract | The purpose of this study was to determine how students' perceptions of the proportionality schema are related to achievement in introductory chemistry. A total of 309 tenth-grade students, comprised of an ALCHEM materials sample (N=168) and a CHEM study sample (N=141), enrolled in four urban senior high schools, was tested under normal classroom conditions. A set of four collectively administered neo-Piagetian Reasoning Tests served as a measure of students' cognitive functioning level. The General Proportionality Test served to indicate students' general proportional reasoning. Four subtests of a Chemistry Proportionality Test measured achievement in chemistry. In terms of cognitive functioning, the sample was classified as concrete operational (28.8%), transitional (22.3%), early formal (27.2%), and late formal (21.7%). Among additional findings were that significant correlations existed between proportional reasoning in chemistry and (1) achievement in chemistry, (2) cognitive level, and (3) proportional reasoning in a non-chemistry context, and that instruction in proportional reasoning in chemistry did not appear to enhance general proportional reasoning. (MH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |