Student gain in reasoning ability as a function of teacher reasoning level and teaching style preference

Frances Lawrenz, Anton E. Lawson

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

This study examines the effect of teacher reasoning level (i.e., concrete versus formal) and teaching style preference (i.e., inquiry vs. expository) on improvement in student reasoning ability. A random sample of fourth and seventh grade teachers and their students were selected to participate over one school year. Students completed a reasoning test in the early fall and late spring. Teachers completed two instruments in the Spring, a reasoning test and a teaching style preference questionnaire. Students of concrete operational teachers showed greater gains in reasoning ability than students of formal operational teachers while students of inquiry teachers showed slightly greater gains than students of expository teachers. Possible explanations are discussed as are suggestions for future research. Copyright © 1986 Wiley Periodicals, Inc., A Wiley Company

Original languageEnglish (US)
Pages (from-to)523-531
Number of pages9
JournalJournal of Research in Science Teaching
Volume23
Issue number6
DOIs
StatePublished - 1986

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