ERIC - Search Results

Descriptor

Science Education	3
Secondary Education	3
Sex Differences	3
Educational Research	2
Learning Theories	2
Secondary School Science	2
Cognitive Development	1
Cognitive Style	1
Cognitive Tests	1
Conservation (Concept)	1
Critical Thinking	1
Intellectual Development	1
Language Skills	1
Learning	1
Secondary School Students	1
Written Language	1
More ▼

Source

Science Education

Author

Lawson, Anton E.	3
Shepherd, Gene D.	1

Publication Type

Journal Articles	1
Reports - Research	1

Education Level

Audience

Location

Laws, Policies, & Programs

Assessments and Surveys

What Works Clearinghouse Rating

Showing all 3 results Save | Export

Sex Differences in Concrete and Formal Reasoning Ability as Measured by Manipulative Tasks and Written Tasks. AESOP (Advancement of Education in Science-Oriented Programs) Paper.

PDF pending restoration

Lawson, Anton E. – 1975

Reported is a study to assess the Piagetian level of performance of males and females on two manipulative tasks of concrete and formal reasoning abilities and a written examination of concrete and formal reasoning abilities. Sixty-two high school students, 31 males and 31 females, were randomly selected from a biology course at Delphi High School…

Descriptors: Cognitive Style, Cognitive Tests, Learning Theories, Science Education

Sex Differences in Concrete and Formal Reasoning Ability as Measured by Manipulative Tasks and Written Tasks

Peer reviewed

Lawson, Anton E. – Science Education, 1975

Two Piagetian tests which require manipulation, two conservation tasks, and the Longeot pencil and paper formal reasoning test were administered to 62 high school biology students. For all measures the males' mean level was higher than that of the females. (MLH)

Descriptors: Conservation (Concept), Critical Thinking, Educational Research, Intellectual Development

Syntactical Complexity in Written Language and Cognitive Development at the Formal Level.

Peer reviewed

Lawson, Anton E.; Shepherd, Gene D. – Science Education, 1979

Investigated the relationship between syntactical complexity of high school students' written language and their ability to reason formally. Format reasoning ability of 50 high school students was measured by a 15-item group-administered demonstration test developed by Lawson. (HM)

Descriptors: Cognitive Development, Educational Research, Language Skills, Learning