Scientific Concept Learning in Children Subsequent to A-T Instruction [microform] : The Effect of Prior Knowledge on Resulting Cognitive Structure / A. Leon Pines
- Bib ID:
- 5357577
- Format:
- Book and Microform
- Author:
- Pines, A. Leon
- Description:
-
- [Washington, D.C.]] : Distributed by ERIC Clearinghouse, 1978
- 78 p.
- Summary:
-
This study presents evidence to substantiate the hypothesis that an important relationship exists between prior knowledge and resulting cognitive structure subsequent to instruction; and thus that relevant existing cognitive structure is an important variable affecting learning. The subjects were 126 first-grade students. Relevant existing cognitive structure was ascertained prior and subsequent to instruction using a modified Piagetian clinical interview. One pre- and three post-instructional interviews were administered. All the interviews were taped and transcribed. A conceptual propositional analysis was then employed to compare interviews. (Author/BB)
- Notes:
-
- ERIC Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (51st, Toronto, Canada, March 31-April 2, 1978); Contains photographs which may not reproduce well; Tables marginally legible.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Available From:
- ERIC
- Copyright:
-
In Copyright
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- Reason for copyright status:
- Until 2070 [Created/Published Date + 70 Years]
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2000
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
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