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Attainment of skill in using science processes II. Grade and task effects
Author(s) -
Berger Carl F.,
Pintrich Paul R.
Publication year - 1986
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/tea.3660230808
Subject(s) - task (project management) , science education , mathematics education , curriculum , psychology , information processing , teaching method , computer science , cognitive psychology , pedagogy , engineering , systems engineering
Two studies were used to examine developmental and task effects in estimation problems. Time to solution data were collected on students' performance to describe their efficiency in processing information. Study One demonstrated developmental differences in speed of processing between younger students (first grade) and older students (third and sixth grade), with younger students performing at a slower rate. Study Two demonstrated that the amount of feedback information present influenced speed of processing. Results were discussed in terms of student and task characteristics and the implications of such variables for an information processing model of learning. Implications for science teaching were also discussed in terms of diagnosing learning problems and designing science curriculum.