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written by Rosalie May Grant
This study investigated the compatibility between the intellectual abilities of students and the level of intellectual operations required by secondary level physics textbooks. Student intellectual levels were determined for 949 tenth-, eleventh-, and twelfth-grade students by administration of Piagetian tasks. Major concepts presented in physics textbook chapters were classified as concrete or formal. Results indicated that 74% of physics students were at the formal level of operation and 40% of the potential physics students were at the formal level; all 130 major concepts analyzed from six physics textbooks required a formal level of operation.
University: University of Oklahoma
Academic Department:  Education
Pages 133
Subjects Levels Resource Types
Education - Basic Research
- Cognition
= Cognition Development
- Student Characteristics
= Ability
- High School
- Reference Material
= Research study
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- Thesis/Dissertation
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Formats:
non-digital
application/pdf
Mirror:
http://eric.ed.gov/?id=ED130865
Access Rights:
Free access
Restriction:
© 1976 Rosalie May Grant
Type:
Dissertation
Keywords:
Cognitive Development, Educational Research, Evaluation, Learning, Masters Theses, Physics, Piaget (Jean), Science Education, Secondary Education, Secondary School Science, Textbook Evaluation, Textbooks
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
August 12, 2013 by Lyle Barbato
Last Update
when Cataloged:
January 1, 1976
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
R. Grant, Dissertation, University of Oklahoma , 1976, WWW Document, (http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED130865).
AJP/PRST-PER
R. Grant, Relationships between concrete and formal operational physics concepts and the intellectual levels of high school students Dissertation, University of Oklahoma , 1976, <http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED130865>.
APA Format
Grant, R. (1976, January 1). Relationships between concrete and formal operational physics concepts and the intellectual levels of high school students (Dissertation, University of Oklahoma , 1976). Retrieved August 22, 2014, from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED130865
Chicago Format
Grant, Rosalie May. "Relationships between concrete and formal operational physics concepts and the intellectual levels of high school students." Dissertation, University of Oklahoma , 1976. http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED130865 (accessed 22 August 2014).
MLA Format
Grant, Rosalie May. "Relationships between concrete and formal operational physics concepts and the intellectual levels of high school students." Dissertation. 1 Jan. 1976. University of Oklahoma , 1976. 22 Aug. 2014 <http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED130865>.
BibTeX Export Format
@phdthesis{ Author = "Rosalie May Grant", Title = {Relationships between concrete and formal operational physics concepts and the intellectual levels of high school students}, School = {University of Oklahoma }, Type = {Dissertation}, Month = {January}, Year = {1976} }
Refer Export Format

%A Rosalie May Grant
%T Relationships between concrete and formal operational physics concepts and the intellectual levels of high school students
%R Dissertation
%D January 1, 1976
%P 133
%I University of Oklahoma
%U http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED130865
%O Education
%O non-digital
%O Dissertation

EndNote Export Format

%0 Thesis
%A Grant, Rosalie May
%D January 1, 1976
%T Relationships between concrete and formal operational physics concepts and the intellectual levels of high school students
%B Education
%I University of Oklahoma
%P 133
%8 January 1, 1976
%9 Dissertation
%U http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED130865


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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