Investigations in Science Education. Volume 14, Number 1, 1988.

Sonst. Personen	Blosser, Patricia E. (Hrsg.); Helgeson, Stanley L. (Hrsg.)
Institution	Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.
Titel	Investigations in Science Education. Volume 14, Number 1, 1988.
Quelle	14 (1988) 1, (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Cognitive Structures; College Science; Computer Uses in Education; Experiential Learning; Higher Education; Learning Processes; Piagetian Theory; Science Education; Science Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive structure; Kognitive Struktur; Computernutzung; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The reviews of articles contained in this issue have been grouped into those dealing with research related to cognitive development and to instruction. In addition, seven science education researchers have provided responses to critiques of their published research. Included are: (1) an analysis of an article designed to persuade researchers to abandon Piagetian psychology in favor of the alternative conceptions movement as the psychological framework for science education research (Gilbert and Swift); (2) a report of a study designed to see if the strength of the relationship between student performance and the presence/absence of manipulative models in a testing situation varied with student reasoning level (Staver and Halsted); (3) a study to document students' ideas or conceptual frameworks and to investigate the consistency with which the ideas were used by individuals in different contexts (Clough and Driver); (4) a report which deals with the testing of the ability of several learning theory models to explain college students' performance on drill and practice microcomputer programs in chemistry (Zitzewitz and Berger); (5) a second report describes the investigation and the effects of concept-related instructional organization and locus of control orientation on meaningful learning achievement (Sherris and Kahle); and (6) a study which reports on the relative effectiveness of two hypothesis-testing strategies (disconfirmation, confirmation) using games (Gorman). In the Responses to Critiques section, Yore, Dreyfus, Hill, and Lawrenz provide reactions to articles critiqued in past issues. Responses from Clough and Driver, Staver, and Berger relate to critiques contained within this issue. (CW)
Anmerkungen	SMEAC Information Reference Center, The Ohio State University, 1200 Chambers Road, 3rd Floor, Columbus, OH 43212 ($8.00 subscription per year; $2.75 single copy).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC