Analyzing hierarchical relationships among modes of cognitive reasoning and integrated science process skills

Yeany, Russell H.; Yap, Kueh Chin; Padilla, Michael J.

doi:10.1002/tea.3660230403

Cited by 24 publications

(16 citation statements)

References 30 publications

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“…Excellent reasons exist as to why we should move in this direction. Research indicates that the development of science process skills and higher-order thinking skills are closely allied (Yeany, Yap, & Padilla, 1986). Moreover, Yager and Penick (1987) argue that ".…”

Section: Representing the Real Crisismentioning

confidence: 99%

Toward a clearer representation of the crisis in science education

Staver

Small²

1990

J Res Sci Teach

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The authors' purpose in this study was to compare the integrated science process skill development of a cohort of American youngsters who studied science for several years in an activity‐based, materials‐oriented program to a group of Japanese youth whose science program is also activity based and a group of American youth whose science programs are textbook based and reading oriented. The means and standard deviations from Japanese and American textbook‐based data on eighth graders were available from earlier research. The authors administered an integrated science process skills test to 1,291 eighth graders in a northwest suburban Chicago school district whose activity‐based elementary science program is nationally recognized. Eight hundred twenty‐five students who had begun school in the district by the second grade were used for the comparison. Ninety‐nine percent confidence intervals were calculated about the scale and total score means for all groups. Results show that for all scales and the total score, the confidence intervals of the American activity‐based science group are above and do not overlap the corresponding confidence intervals of the American textbook science group. For three out of five scales and the total score, the confidence intervals of the Japanese group are above and do not overlap the corresponding confidence intervals of the American textbook science group. For two scales the confidence intervals overlap. For four test scales, the confidence intervals of the Japanese and American activity‐based science groups overlap. For one scale and the total score, the Japanese confidence intervals are above and do not overlap the corresponding confidence intervals of the American activity‐based science group. Discussion focuses upon an explanation of the more favorable performance by the Japanese group on the total score and implications of the results for representing more clearly the crisis in science education.

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Section: Representing the Real Crisismentioning

confidence: 99%

Toward a clearer representation of the crisis in science education

Staver

Small²

1990

J Res Sci Teach

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“…The researchers concluded that "Either process skill instruction is not a means of influencing growth in logical thinking or the period of time devoted to that pursuit must be extended before effects are evident" (p. 286). Yeany, Yap, and Padilla (1984) searched for hierarchical relationships among FRA and ISPS using task analysis. This method involves identifying a terminal skill and working backward through levels of prerequisite skills learners must have in order to achieve the terminal skill.…”

Section: Review Of Literaturementioning

confidence: 99%

Validity considerations for research on integrated‐science process skills and formal reasoning ability

Baird

Borich

1987

Science Education

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“…The skills relate to the entire content of science in learning [9]. Learning science without using an assessment based on the science process skills will be easily forgotten by the students and will be meaningless [5,6,10] An analysis on the relationship between hierarchical concepts of cognitive reasoning and integrated science process skills was conducted by Yeany, Yap and Padilla [11]. The result shows that there was a positive relationship between the concepts of cognitive reasoning and the integrated science process skills.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Students' Science Process Skills in Hydrolysis Subject Matter Using Testlet Instrument

Yamtinah¹,

Masykuri²,

Ashadi³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Science process skills could not be separated from the process of conceptual understanding in teaching-learning of science and applied science. The skills needed to be identified and discussed as skills which were implementable in many subjects. The assessment on students' skills was influenced not only by the ability to use these skills, but also by the knowledge of a particular subject in which the skills were used. The aim of this study was to analyse students' science process skills by using Testlet instrument. The science process skills were analysed from 226 students studying in three different schools. The Testlet instrument in this study was designed in the form of multiple choices. The indicators of science process skills in this study consisted of conceptual knowledge, observation, controlling variable, interpreting data and drawing conclusions. The results obtained in this study were that the students' completeness on conceptual knowledge was 71%, on observation was 39.7%, on controlling variable was 29.4%, on interpreting data was 35.7%, and on drawing conclusion was 29.7%.

show abstract

Analyzing hierarchical relationships among modes of cognitive reasoning and integrated science process skills

Cited by 24 publications

References 30 publications

Toward a clearer representation of the crisis in science education

Toward a clearer representation of the crisis in science education

Validity considerations for research on integrated‐science process skills and formal reasoning ability

An Analysis of Students' Science Process Skills in Hydrolysis Subject Matter Using Testlet Instrument

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