Facilitating Successful Prediction Problem Solving in Biology Through Application of Skill Theory
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.
Journal of Research in Science Teaching
Hurst, R. W.,
Milkent, M. M.
(1996). Facilitating Successful Prediction Problem Solving in Biology Through Application of Skill Theory. Journal of Research in Science Teaching, 33(5), 541-552.
Available at: https://aquila.usm.edu/fac_pubs/8722