Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Chemistry--Study and teaching (Secondary); High school students--Psychology; Reasoning;
Abstract
This research studied the developmental reasoning levels of students in three different first year high school chemistry courses as related to achievement defined by cumulative grade point average and course selection. The Lawson Test of Formal Operations modified by Roy Unruh and Bruce Perry at the University of Northern Iowa was used to determine cognitive developmental level of subjects. A consumer type chemistry course, a traditional high school chemistry course, and an honors course under consideration with Marshalltown Community College for credit status were the three courses utilized in this study. Data was collected in a classroom group setting over a two-day period of time. The sample of students included 229 first year chemistry students enrolled in the three courses. In addition to an approximately equal number of males and females, the sample included a mix of ethnic, English language learner, and socioeconomic groups. A Chi Square Test of Independence showed a statistically significant difference between course enrollment and distribution of developmental reasoning levels. Students with more formal reasoning levels choose the Honors Chemistry Course and transitioning to concrete and concrete reasoning students choose Chemistry in the Community. A single factor Analysis of Variance indicated a statistically significant difference in cumulative grade point averages by students of differing developmental reasoning levels . . Formal level reasoners had higher G.P.A.s. Only one between group comparison, the concrete operational thinkers and transitioning to concrete operational thinkers, was not statistically significant according to the Tamhane test. All other comparisons between groups resulted in statistically significant differences. Data analysis supports two conclusions. There are differences in developmental reasoning level among the students in this population selecting various first year chemistry courses, with students selecting the most advanced chemistry class exhibiting a more advanced reasoning level and students selecting the Chemistry in the Community course exhibit more concrete reasoning skills. A relationship was also found in this student population between student achievement as defined by cumulative grade point average and developmental reasoning level. More formal reasoners had higher grade point averages and concrete reasoners had lower grade point averages. This type of relationship is significant information for curriculum planners, teachers, and guidance counselors.
Year of Submission
2002
Degree Name
Master of Arts
Department
Department of Biology
First Advisor
Cherin Lee
Second Advisor
Lawrence Escalada
Third Advisor
Lyn Countryman
Date Original
2002
Object Description
1 PDF file (106 leaves)
Copyright
©2002 Pamela Kay Brewer-Michael
Language
en
File Format
application/pdf
Recommended Citation
Brewer-Michael, Pamela Kay, "Piagetian Developmental Reasoning Levels of High School Students in Differentiated First Year Chemistry Courses" (2002). Dissertations and Theses @ UNI. 2159.
https://scholarworks.uni.edu/etd/2159
Comments
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