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

Eckstein, Shulamith G.; Shemesh, Michal

doi:10.1002/tea.3660290502

Cited by 9 publications

(8 citation statements)

References 11 publications

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“…As mentioned previously, the responses of children to Question 2 for subjects in Grades 4-10 were investigated by Eckstein and Shemesh (1989). In that study no clear dependence on age was found, but the improved statistics and broader range of ages in the current study does indicate dependence upon age.…”

Section: Questions 1-3supporting

confidence: 50%

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Stage theory of the development of alternative conceptions

Eckstein

Shemesh

1993

J Res Sci Teach

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A systematic study of children's ideas on motion of macroscopic objects was camed out with the participation of 631 subjects in Grades 2-12 (ages 7-8 through [17][18]). An openended, four-part questionnaire was administered to the subjects. The responses were categorized according to the level of sophistication of the answer. The results were analyzed using a mathematical model that was first applied to the development of Piagetian stages (Eckstein & Shemesh, 1992, in press). For three of the questions, the responses change as the children mature, and it appears that the children pass through distinct, successive stages with respect to their conceptual understanding of these questions. The mathematical model predicts that the proportion of subjects at each stage is a linear combination of decreasing exponentials. The model fits the experimental data well. Characteristic times for transition between stages were calculated. If teaching strategies to overcome misconceptions are to be effective, then they must be appropriate to the particular misconception prevalent at each stage.

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Section: Questions 1-3supporting

confidence: 50%

“…Student responses to this question were investigated by Eckstein and Shemesh (1989). They found six categories of response, among which two categories were most common.…”

Section: Comments: Intuition Versus Logical Responsementioning

confidence: 99%

Stage theory of the development of alternative conceptions

Eckstein

Shemesh

1993

J Res Sci Teach

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“…For example, significant differences among tenth-, eleventh-, and twelfth-grade students were not observed for their performance on combinatorial reasoning problems. Eckstein and Shemesh (1992) who found evidence supporting different functional dependence for problems of different reasoning modes have reported similar results. Furthermore, the present study confirms that the development and saturation of formal cognitive abilities is not complete even for twelfth-grade students (Lawson, 1985;Renner & Stafford, 1972;Shayer, Kucherman, & Wylam, 1976;Valanides, 1997a) and that a high percentage of higher secondary school students are apt to be transitional (Karplus et al, 1980;Zeidler, 1985) or even concrete reasoners (Valanides, 1997b).…”

Section: Discussionmentioning

confidence: 61%

Formal reasoning performance of higher secondary school students: Theoretical and educational implications

Valanides

1999

Eur J Psychol Educ

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The study investigat ed the structure and development offormal thought among tenth-, eleve nth-, and twelfth-grade students . The subjects of the study were the total numbers of students attending the science. the economic. and the other sections of two higher secondary schools. Students ' performance on a standardized Test of Logical Thinking (TOLT) was used as a measure of their cognitive abilities related to control ofvariables. proportional. probabilistic. correlational, and combinatorial reasoning. Students attending the different sections of study had significantly different TOLT performance. older students exhibited significantly better TOLT performance than younger ones, and boys perform ed significantly better on TOLT than girls did. The "rate " of development was, however, different for different reasoning modes and differences in school achievement between boys and girls did not tap differences in TOLT performance. Regression analysis showed that section of study. gender. grade level. and measures of school achievement contributed significantly to the prediction of TOLT performan ce. Factor analysis ofperformance on the ten TOLT items (two items from each reasoning mode) produced a two-and three-factor solution for the sample of boys and the sample of girls, respectively. The results indicate that different theoretical perspectives should be considered when evaluating cognitive development and that learning environm ents conducive to cognitive gro wth need to be designed and implemented.

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“…

Preece (1993) made some very valuable suggestions for the modification of the mathematical model which was proposed to describe stages of cognitive development (Eckstein & Shemesh, 1992a; denoted ESI). Preece pointed out that the model cannot be extrapolated to higher or lower ages.

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confidence: 99%