Criticizes Allchin's article about Lawson's analysis of Galileo's discovery of Jupiter's moons. Suggests that a careful analysis of the way humans spontaneously process information and reason supports a general hypothetico-deductive theory of human information processing, reasoning, and scientific discovery. (SOE)

Presents a descriptive analogy comparing Piaget's theory of intellectual development to the development of athletic abilities in order to provide insight into Piagetian theory. (SL)

Students were classified as formal or concrete-operational using a battery of Piagetian tasks, a biology content examination, and a nonscience content examination. Based on the results it was concluded that Piagetian tasks are relatively content-free and can serve as realistic indicators of concrete and formal thinking abilities. (MLH)

One aspect of Jean Piaget's theory of intellectual development is presented and its implications for designing and using homework problems is discussed. Suggested is a way in which homework problems can be used to provide students an opportunity for self-regulation. Also discussed are the deficiencies of typical homework problems and examples are…

Five items requiring use of proportional, probabilistic, and correlational reasoning were administered to students (N=391) in grades 6, 8, 10, and 12. Argues that successful qualitative reasoning arises as a consequence of equilibration and influences selection of course work and that specific instruction may initiate the equilibration process.…

Many science curriculum development projects have the goal of increasing students' ability to employ scientific or formal reasoning strategies. Argues that longitudinal data of students who acquired formal reasoning strategies as a consequence of specific instruction are needed to provide evidence that these skills will help in other academic…

The paper presents a discussion of a theory of intelligence which postulates that intelligence develops rather than that intelligence is an innate ability possessed in full measure at birth. Discussion of unresolved issues surrounding their theory is presented. The effect of such a theory on science teaching is discussed. (RE)

This study hypothesized that subjects who display proportional responses on the Pouring Water Task have developed the ability to comprehend logical arguments of the form referred to as "reasoning to a contradiction," while subjects who display additive responses on the same task have not. To test this hypothesis, 100 additive and…

This investigation addressed the following questions: (1) Can the ability to control variables be taught to high school biology students who, on a written test of logical operations, do not demonstrate formal reasoning; (2) Would students who are classified as early formal operational thinkers on the written test of logical operations be able to…

This study was based on the following assumptions: (1) functioning of the brain's left hemisphere, because of its logical, verbal mode, facilitates conservation reasoning; (2) functioning of the brain's right hemisphere, because of its nonverbal, spatial mode, inhibits conservation reasoning; (3) visual input from the left eye will reach the left…

Examines research in developmental psychology and science education that has attempted to assess the validity of Piaget's theory of formal thought and its relation to educational practice. Position papers (with little or no empirical support) are not included. (Author/JN)

Psychological equilibration (internal mental process by which individuals develop intellectually) is discussed in terms of its origin in the biological theory of evolution and in the thinking of Jean Piaget. The importance of equilibration theory for biology instruction is then considered. (Author/JN)

Two selection and nine evaluation hypothesis testing tasks varying systematically with respect to causality, response alternatives, and context continuity were administered to two samples of adults (N=35; N=32). It was to determine effects of these variables and the degree to which subjects reasoned with material conditional, biconditional,…

The author examines Novak's position that science and mathematics educators should discard Piaget's theory of intellectual development in favor of Ausubel's theory of meaningful learning as a guide for teaching practice and research. (PB)

To broaden and develop reasoning powers in students the teacher should encourage observation, critical questioning of hypotheses, evaluation of conclusions and how they are reached, and propose new avenues of approach to problems. (JD)