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Reasoning Fallacies in Preservice Elementary School Teachers

Published on Jan 1, 1992in Research in Science & Technological Education 0.51
· DOI :10.1080/0263514920100107
Judith Bransky2
Estimated H-index: 2
(University of Haifa),
Rina Hadass4
Estimated H-index: 4
(University of Haifa),
Aviva Lubezky1
Estimated H-index: 1
(University of Haifa)
  • References (19)
  • Citations (12)
Cite
References19
Newest
Published on Feb 1, 1989in Journal of Research in Science Teaching 3.21
Marcia C. Linn60
Estimated H-index: 60
(University of California, Berkeley),
C. Clement1
Estimated H-index: 1
(University of California, Berkeley)
+ 1 AuthorsP. Sullivan1
Estimated H-index: 1
(University of California, Berkeley)
The mechanism linking instruction in scientific topics and instruction in logical reasoning strategies is not well understood. This study assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching adolescent students about blood pressure problems. Logical reasoning instruction for this study emphasizes the controlling-variables strategy. Science topic instruction emphasizes variables affecting blood pressure. Subjects receiving logical reasoni...
16 Citations Source Cite
Published on Jan 1, 1989in Educational Researcher 4.00
David N. Perkins49
Estimated H-index: 49
(Harvard University),
Gavriel Salomon30
Estimated H-index: 30
(Harvard University)
Effective problem solving, sound decision making, insightful invention—do such aspects of good thinking depend more on deep expertise in a specialty than on reflective awareness and general strategies? Over the past thirty years, considerable research and controversy have surrounded this issue. An historical sketch of the arguments for the strong specialist position and the strong generalist position suggests that each camp, in its own way, has oversimplified the interaction between general stra...
822 Citations Source Cite
Published on Jan 1, 1988in Journal of Research in Science Teaching 3.21
Walter L. Saunders7
Estimated H-index: 7
(Utah State University),
Joseph Jesunathadas1
Estimated H-index: 1
(Utah State University)
14 Citations Source Cite
Published on Jan 1, 1987in Research in Science & Technological Education 0.51
Ehud Jungwirth12
Estimated H-index: 12
(Hebrew University of Jerusalem)
Abstract Modern curricula in the natural sciences stress the importance of the development of intellectual skills in the domain of critical thinking. Since such curricula are laboratory/enquiry orientated, the development of certain thought‐habits should be seen both as a prerequisite and as an outcome of science‐teaching. Teachers’ skills in this respect are usually taken for granted. Recent studies throw some doubts on such assumptions. In the study reported here, pupil‐, student‐ and teacher‐...
25 Citations Source Cite
Published on Oct 1, 1985in Journal of Research in Science Teaching 3.21
Anton E. Lawson41
Estimated H-index: 41
(Arizona State University)
A central purpose of education is to improve students' reasoning abilities. The present review examines research in developmental psychology and science education that has attempted to assess the validity of Piaget's theory of formal thought and its relation to educational practice. Should a central objective of schools be to help students become formal thinkers? To answer this question research has focused on the following subordinate questions: (1) What role does biological maturation play in ...
174 Citations Source Cite
Published on Dec 1, 1982in Journal of Research in Science Teaching 3.21
Anton E. Lawson41
Estimated H-index: 41
(Arizona State University)
Although the development of reasoning is recognized as an important goal of science instruction, its nature remains somewhat of a mystery. This article discusses two key questions: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? Aspects of a model of advanced reasoning are presented in which hypothesis generation and testing are viewed as central processes in intellectual development. It is argued that a number of important ad...
69 Citations Source Cite
Published on Oct 1, 1982in Science Education 3.04
Warren T. Wollman12
Estimated H-index: 12
(Arizona State University),
Benjamin Chen2
Estimated H-index: 2
(Ben-Gurion University of the Negev)
14 Citations Source Cite
Published on Jul 1, 1982in Science Education 3.04
Anne S. Lombard2
Estimated H-index: 2
(University of Massachusetts Amherst)
8 Citations Source Cite
Published on Mar 1, 1982in Journal of Research in Science Teaching 3.21
Anton E. Lawson41
Estimated H-index: 41
(Arizona State University),
Donald A. Snitgen1
Estimated H-index: 1
(Arizona State University)
60 Citations Source Cite
Published on Mar 1, 1981in Physics Education
Yehuda Shadmi1
Estimated H-index: 1
5 Citations Source Cite
Cited By12
Newest
Published on Jan 1, 2014
Özge Ersoy1
Estimated H-index: 1
,
Mustafa Ergun1
Estimated H-index: 1
,
Türk Fen
Published on Dec 1, 2013in Thinking Skills and Creativity 1.33
Anat Zohar21
Estimated H-index: 21
(Hebrew University of Jerusalem)
Abstract This study explores the challenges involved in scaling up projects and in implementing policies across the whole school system in the area of teaching higher order thinking (HOT) in Israeli science classrooms. Eight semi-structured individual interviews were conducted with science education experts who hold leading positions pertaining to learning and instruction on the state level of the following school subjects: elementary and junior- high school science and technology; high-school p...
14 Citations Source Cite
Published on Jan 1, 2007
Anat Zohar21
Estimated H-index: 21
(Hebrew University of Jerusalem)
63 Citations Source Cite
Published on Jul 1, 2006in The Journal of the Learning Sciences 3.00
Anat Zohar3
Estimated H-index: 3
This study examines the development of teachers' metastrategic knowledge (MSK), a component of metacognitive knowledge, in the context of higher order thinking. Participants were 14 junior high school and high school science teachers who attended a professional development course. Data collection was carried out by triangulation of several data sources: classroom observations, individual interviews, written assignments, and recordings of discussions that took place during the course. The Finding...
59 Citations Source Cite
Published on Jan 1, 2005in International Journal of Science Education 1.32
Anat Zohar21
Estimated H-index: 21
(Hebrew University of Jerusalem),
Noa Schwartzer2
Estimated H-index: 2
(Hebrew University of Jerusalem)
This article reports the development and application of two instruments for assessing science teachers’ pedagogical knowledge in the context of teaching higher‐order thinking: a Likert‐type research instrument, and an instrument that analyzes classroom observations. The rationale for developing these instruments and their main categories is described. One hundred and fifty Israeli science teachers replied to the Likert‐type questionnaire. Results show that biology teachers gained a significantly...
55 Citations Source Cite
Published on Nov 1, 2004in Journal of Science Teacher Education
Anat Zohar21
Estimated H-index: 21
(Hebrew University of Jerusalem)
This study investigated elements of pedagogical knowledge when students' higher order thinking was an explicit and focused instructional goal. The findings suggest a model that consists of 6 elements. It seems that, for all these elements, the source of differences between teachers' various pedagogies may be tracked to the basic distinction between a traditional transmission-of-knowledge approach to instruction versus a reform oriented constructivist approach. The findings portray how these two ...
40 Citations Source Cite
Published on Jan 1, 2002in Assessment & Evaluation in Higher Education 1.88
Karen Macpherson4
Estimated H-index: 4
(University of Canberra)
In this study, questions relating to problem-solving ability and cognitive maturity in undergraduate students were investigated: (1) Is there a relationship between age, gender, highest academic qualification or year of study, and problem-solving ability? (2) Is there a relationship between cognitive maturity and problem-solving ability? (3) Are there any changes in problem-solving ability and cognitive maturity from first-year to third-year undergraduates? One hundred and seventy-three undergra...
17 Citations Source Cite
Published on Oct 1, 2000in Teaching and Teacher Education 2.47
Ricardo Trumper22
Estimated H-index: 22
(University of Haifa),
Andres Raviolo1
Estimated H-index: 1
,
Ana Maria Shnersch1
Estimated H-index: 1
How do students in training to be primary school teachers in Argentina and Israel understand the concept of energy? Do they hold correct scienti"c views that will enable them to instruct their future pupils accurately? Are there fundamental di!erences between students studying in these di!erent populations? Students’ energy conceptions, expressed on a two-part written questionnaire, showed similarities and di!erences for Israeli and Argentinean students, as well as for "rst and second year stude...
22 Citations Source Cite
Published on Jan 1, 2000
Yehudith Weinberger2
Estimated H-index: 2
,
Anat Zohar21
Estimated H-index: 21
(Hebrew University of Jerusalem)
This chapter describes a course called Thinking in Science that is part of a junior high school teacher preparation program in an Israeli college. The purpose of the course is to prepare prospective teachers to integrate instruction of higher order thinking skills into science topics. A qualitative evaluation study of the course examined processes that took place, documented in a portfolio. The findings show a developmental trend in four different aspects 1) students’ ideas about instruction of ...
5 Citations Source Cite