Israel:Formal Reasoning Skills of Secondary School Students and their Subject Matter Preferences

Shemesh, Michal; Lazarowitz, Reuven

doi:10.1111/j.1949-8594.1988.tb11828.x

Cited by 3 publications

(1 citation statement)

References 24 publications

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“…These tasks required the use of the following schemata: conservation and volume displacement (2 tasks), control of variables (2 tasks), combinatorial analysis (2 tasks), proportional reasoning (2 tasks), probabilistic reasoning (2 tasks), and correlational reasoning (2 tasks). The content of the test is described fully by Shemesh and Lazarowitz (1988b). Table 2, which is derived from Table 3 of SEL gives the percentage of children in each grade who gave incorrect answers to each task.…”

Section: Description Of the Experimental Studiesmentioning

confidence: 99%

The rate of acquisition of formal operational schemata in adolescence: A secondary analysis

Eckstein

Shemesh

1992

J Res Sci Teach

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A theoretical model of cognitive development is applied to the study of the acquisition of formal operational schemata by adolescents. The model predicts that the proportion of adolescents who have not yet acquired the ability to perform a a specific Piagetian-like task is an exponentially decreasing function of age. The model has been used to analyze the data of two large-scale studies performed in the United States and in Israel. The functional dependence upon age was found to be the same in both countries for tasks which are used to assess the following formal operations: proportional reasoning, probabilistic reasoning, correlations, and combinatorial analysis. Different functional dependence was found for tasks assessing conservation, control of variables, and propositional logic. These results give support to the "unity" hypothesis of cognitive development, that is, the hypothesis that the various schemata of formal thought appear simultaneously.In this article we propose a theoretical model of cognitive development and apply this model to the study of the acquisition of formal-operational schemata by adolescents. In this model, the independent variable is t ,

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Section: Description Of the Experimental Studiesmentioning

confidence: 99%