Validation of hierarchical relationships among piagetian cognitive modes and integrated science process skills for different cognitive reasoning levels

Yap, Kueh Chin; Yeany, Russell H.

doi:10.1002/tea.3660250402

Cited by 15 publications

(9 citation statements)

References 20 publications

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“…Rowell and Dawson (1984) trained students to control variables in planned experiments (pendulum problems) and in natural experiments/correlational problems (poisoning in a restaurant); acquisition of CV was defined as success across instances of both types. Other researchers have defined acquisition of CV in terms of near transfer (controlling variables in novel experiments) and far transfer (acquisition of other formal operations)-little far transfer has been detected to date (Yap & Yeany, 1988). Column 3 of Table 1 displays the performance hierarchy.…”

Section: Definition Of the Constructmentioning

confidence: 99%

Controlling Variables: A Meta-Analysis of Training Studies

Ross

1988

Review of Educational Research

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Meta-analysis techniques sere used to synthesize research on teaching studentu how to control variables (CV). Sixty-five controlled studies were included in the review. The mean effect size on posttest scores was . 73. ThT main finfings, not all of which were based on statistically yignificant differences in effect sizesi were: (a) Outcome measures that were demanding in task complexity, that focused on the specific elements of the CV schema, and that tequired performance across a sange of context domains were more likely to reveal treatment impacts; (b) The effectivenessso treatments was ennanced by using motivational strstegies based on cognitive conflico and appeals to student interest; (c) Strategies for introducing ngw learning werw more effecttve if ssudents were provided with explicit rules describing how to control variables; ;d) Consolidation strategies hsha greatea impact when explicit attention was given to the elements of the CV schema in practice tasks and in feedback procedures; (e) Treatment tmpact ticreased dith tht range of contexte in which CV practice was provided. The results of the training studies are of high potential rather than actual use to teacherss Nonuse of the findings is attributed to an over reliance upon inadequate textbooks.

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Section: Definition Of the Constructmentioning

confidence: 99%

Controlling Variables: A Meta-Analysis of Training Studies

Ross

1988

Review of Educational Research

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“…New instruments should contain enough items on each relevant skill and various interactions of skills to make valid and reliable judgments concerning the attainment of each skill. The work of Glassman (1970, 1971) and Tamir ( 1972,1974) on the practical mode of inquiry would be useful in this effort, Further work on the hierarchical relationships among the process skills and Piagetian cognitive modes such as that recently reported by Yap and Yeany (1988) would be fruitful. The present and future instruments can be used to develop and test new instructional strategies for the learning of process skills.…”

Section: Resultsmentioning

confidence: 99%

The processes of biological investigations test

Germann¹

1989

J Res Sci Teach

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“…The study's ISPS final 22-item test was created by the authors after a review of the theory from various papers and research. The conceptual framework included: 1) controlling variables 2) hypotheses formulation 3) defining variables operationally 4) experimentation, and 5) data interpretation (Baird & Borich, 1987;Beaumont-Walters & Soyibo, 2001;Brotherton & Preece, 1995;Dillashaw & Okey, 1980;Karsli & Şahin, 2009;NRC, 1996NRC, , 2000Özgelen, 2012Padilla, 1990;Roth & Roychoudhury, 1993;Sermsirikarnjana et al, 2017;Shahali & Halim, 2010;Turiman et al, 2012;Yap & Yeany, 1988;Yeany et al, 1986). The authors then created the ISPS test by using a test blueprint consisting of 32 items.…”

Section: Instrument and Proceduresmentioning

confidence: 99%

Examining of Secondary School Students’ Integrated Science Process Skills

Chokchai

Pimdee

2019

Journal for the Education of Gifted Young Scientists

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Integrated science process skills (ISPS) are a fundamental variable in scientific inquiry and scientific literacy. If students are proficient in this skill, they will be ready for living and working in the 21 st-century, which requires the application of scientific knowledge and scientific inquiry. For these reasons, the researchers undertook a study to investigate the ISPS of Thai lower secondary school students. From the use of stratified random sampling, 350 Bangkok, Thailand Grade 8 secondary school students were selected. The SPSS statistics software was used for data analysis of the mean and standard deviation. A first-order confirmatory factor analysis (CFA) and a two-way analysis of variance (ANOVA) were also employed. Findings from the research determined that student ISPS consisted of five indicators, including 1) controlling variables 2) hypotheses formulation3) defining variables operationally 4) experimentation, and 5) data interpretation. Findings also revealed that overall, student ISPS were at a level that needed improvement.

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Validation of hierarchical relationships among piagetian cognitive modes and integrated science process skills for different cognitive reasoning levels

Cited by 15 publications

References 20 publications

Controlling Variables: A Meta-Analysis of Training Studies

Controlling Variables: A Meta-Analysis of Training Studies

The processes of biological investigations test

Examining of Secondary School Students’ Integrated Science Process Skills

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