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Incidental Science Knowledge in Fifth Grade Children: A Study of Its Relationship with Cognitive Development and Cognitive Style.

Peer reviewed

Di Gennaro, Menina; And Others – Research in Science and Technological Education, 1992

Fifty-three elementary school children were tested on Incidental Science Knowledge, i.e., knowledge acquired by chance outside school, and the results obtained were correlated with intellectual development and cognitive style as measured by interviews and group testing, respectively. Indicates that cognitive style and misconception play a…

Descriptors: Cognitive Development, Cognitive Structures, Cognitive Style, Concept Formation