COGNITIVE LEVELS AND MODES OF RESPONSE IN YOUNG STUDENTS'
EXPLANATIONS OF SIGHT AND REFLECTION.

Year: 1993

Author: Jones, Brian L., Collis, Kevin F., Watson, Jane M., Foster, Kimberley

Type of paper: Abstract refereed

Abstract:
The developmental model of cognitive functioning based on the updated SOLO Taxonomy (Biggs & Collis, 1991; Collis & Biggs 1991) is being used to evaluate students' understanding of science concepts. In a pilot study of primary school children, conceptions of how objects are seen directly and in mirrors were explored by examining students' responses to common phenomena depicted in drawings and text using a questionnaire and individual interviews. Evidence was sought to support an hypothesis for increasing levels of response within one or more cycles of learning related to the concepts of sight, light, reflection and image.

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