Conceptual Questions and Lack of Formal Reasoning: Are They Mutually Exclusive?

Autor/inn/en	Igaz, Csaba; Proksa, Miroslav
Titel	Conceptual Questions and Lack of Formal Reasoning: Are They Mutually Exclusive?
Quelle	In: Journal of Chemical Education, 89 (2012) 10, S.1243-1248 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed100895c
Schlagwörter	Thinking Skills; Chemistry; Metacognition; Grade 9; Secondary School Science; Science Instruction; High Schools; Scientific Concepts; Questioning Techniques; Concept Formation; Teaching Methods + Suchen Sie Ihr Suchwort? Denkfähigkeit; Chemie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 09; 9. Schuljahr; Schuljahr 09; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; Oberschule; Befragungstechnik; Fragetechnik; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Using specially designed conceptual question pairs, 9th grade students were tested on tasks (presented as experimental situations in pictorial form) that involved controlling the variables' scheme of formal reasoning. The question topics focused on these three chemical contexts: chemistry in everyday life, chemistry without formal concepts, and chemistry with formal concepts. The second task of each question pair contained three additional questions, designed according to the pillars of the cognitive acceleration through science education (CASE) intervention, which represents a set of activities using the schemata of formal operations aimed at improving children's thinking by accelerating progress towards formal operations in Piaget's terms. The first task did not have these questions. Results showed that some students could solve conceptual problems with specially designed additional questions even when the students could not solve the conceptual problems without such help. Statistical analysis revealed a correlation between the construction-metacognition additional question and the main cognitive conflict question in the second context of chemistry without formal concepts. The results indicate that conceptual questions designed using the CASE pillars have the potential of accelerating students' formal reasoning abilities. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10