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2003
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Research: Science and Education
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Chemical Education Research
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College Chemistry and Piaget: An Analysis of Gender Difference, Cognitive Abilities, and Achievement Measures Seventeen Years Apart
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Ivan A. Shibley, Jr., and Louis M. Milakofsky
Department of Chemistry, Penn State Berks-Lehigh Valley College, Reading, PA 19610
David S. Bender
Department of Educational Psychology, Penn State Berks-Lehigh Valley College, Reading, PA 19610
Henry O. Patterson
Department of Psychology, Penn State Berks-Lehigh Valley College, Reading, PA 19610
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May 2003
Vol. 80 No. 5
p. 569
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| Abstract |
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This study revisits an analysis of gender difference in the cognitive abilities of college chemistry students using scores from "Inventory of Piaget's Developmental Tasks" (IPDT), the Scholastic Assessment Test (SAT), and final grades from an introductory college chemistry course. Comparison of 1998 scores with those from 1981 showed an overall decline on most of the measures and a changing pattern among males and females. Gender differences were found in the IPDT subtests measuring imagery, classification, and proportional reasoning, but not conservation, a pattern that differs from the findings reported 17 years earlier. The generational and gender differences revealed in this study suggest that instructors should be cognizant of, and should periodically assess, the diversity of students' cognitive abilities.
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| More Information |
 Citation |
Shibley, Ivan A., Jr.; Milakofsky, Louis M.; Bender, David S.; Patterson, Henry O. J. Chem. Educ. 2003 80 569.
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Keywords |
Combinatorial Chemistry; Nonmajor Courses; Teaching/Learning Theory/Practice; Chemical Education Research; General Chemistry; Women in Chemistry
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History |
Created:
Last Updated: |
March 28, 2003
February 28, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
2003
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May
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