Search

The article discusses on the study that examines the relationships between levels of cognitive complexity and levels of modeling complexity in college students at Erie Community College North in Williamsville, New York, by using graphic, formal, and inferred levels of modeling complexity. The study has revealed that the successful completion of models is relatively associated in high degree with the successful physiology achievement. Researchers has emphasized that graphic model was the most realistic and concrete out of the three models.

The article discusses a study aimed at determining the effects of an exploratory teaching program on the development of attitudes toward teaching and related educational concepts. Eleven concepts were chosen to be tested including individualized learning, being a science teacher, teaching secondary students, interaction with individual students, content-oriented approach to teaching science, classroom management and record keeping, science teaching materials, teaching elementary student, process-oriented approach to teaching science, importance of discipline and exploratory teaching. Ten pairs of polar adjectives determined the evaluative concepts. It is evident that the exploratory teaching program had a positive effect on the prospective teachers.

The article discusses the improvement in the common system used for the training of science teachers in Sierra Leone. The system is commonly employed for the primary and secondary levels and there is some reference to the training for the tertiary level. In line with the improvement made in the system, there are significant components in the system which have been given much attention. The said components include the entrance requirements and curriculum in the primary level and secondary level. A suitable program for the professional training of teachers is divided into four parts: a study of the subject matter to be taught and an appropriate methodology, a study of children, a study of schools, and the purpose of education.

The article provides a historical analysis of the development of concepts and bodies of knowledge. The historical development of the concept of motion illustrates that there is a hierarchal progression in the development of complex concepts. This progression contains the following two dimensions. The first dimension is concerned with the progressive step-by-step dependency of one concept on another concept. The second dimension of the progression pertains to the increasing degree of complexity in the arrangement or ordering of the concept.

The article presents a study on the development of the concept of acceleration in elementary school children in the U.S. The objective of the study was to determine the developmental relationships among the speed and the acceleration concepts described by Piaget. The subjects used in the study were ninety six children from third to six grades. The results indicate that the speed and acceleration tasks that require intensive logical operations could be used by the third and fourth grade children.

The article investigates whether task dimension is related to science concept learning difficulties in primary school children in the U.S. The objective of this study was to determine if achievement on a series of problems was affected by differences among task values within a dimension. The subjects used were one hundred and sixty children from the kindergarten. The results indicate that achievement on the problems is a function of the dimensional nature of the tasks. In addition, it suggest that a multidimensional scale of task dimension values should be constructed in order to assist the curriculum specialist in the construction and sequencing of concept tasks for specific grade levels.