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Facilitating successful prediction problem solving in biology through application of skill theory
Author(s) -
Hurst Roy W.,
Milkent Marlene M.
Publication year - 1996
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199605)33:5<541::aid-tea5>3.0.co;2-r
Subject(s) - cognition , logical reasoning , psychology , think aloud protocol , protocol analysis , mathematics education , cognitive psychology , computer science , cognitive science , usability , human–computer interaction , neuroscience
The purpose of this study was to identify cognitive factors associated with differences in prediction problem‐solving success among high school biology students, and to determine whether guided practice facilitated successful prediction. The Group Assessment of Logical Thinking was used to evaluate subjects' cognitive operational level, written prediction worksheets and think‐aloud interviews were used to measure predictive success and identify problem‐solving tendencies. Treatment group subjects received 8 hr of directed prediction practice using interactive computer simulations, whereas the control group practiced prediction without focusing on specific skills, after which all subjects were retested. Predictive reasoning success showed a significant correlation ( p < .01) to both formal operational development and five specific cognitive skills: (a) identifying relevant knowledge in long‐term memory, (b) using a systematic problem‐solving strategy, (c) applying cause‐effect reasoning, (d) reviewing solutions for logical inconsistency, and (e) evaluating alternative solutions. Analysis of covariance indicated significantly increased prediction success for treatment group subjects following practice in the five identified skills ( p < .01). © 1996 John Wiley & Sons, Inc.