TY - JOUR
AU - Kurdek, Lawrence A.
AB -  JILL K. TSCHOPP and LAWRENCE A. KURDEK Wright State University Current high school and college science curricula have frequently been designed on the basis of Inhelder and Piaget’s (1958) model of formal operational thought. This model involves a structural description of the development of hypothetico-deductive reasoning and incorporates two separate but integrated components: the complete combinatorial scheme and the INRC group. The first component describes the method by which conclusions are drawn from a pattern of observed and nonobserved experimental results, while the second specifies the rules (Identity, Negation, Reciprocity, or Correlation) which are used to transform logical propositions. The evaluation of science curricula based on this model requires psychometrically valid assessment techniques. Traditionally, assessments of formal operations have involved the individual administration of the physically manipulable tasks developed by Inhelder and Piaget (1 958). While several authors have independently validated Inhelder and Piaget’s findings of developmental trends in the acquisition of formal operations (Lovell, 1961; Jackson, 1965), tests of other aspects of the model have yielded inconsistent results. The claim that formal operations comprise a single, unitary structure leads to an expectation that children would perform consistently on all formal operations tasks in a “structures d’ensemble” fashion. 
TI - An assessment of the relation between traditional and paper‐and‐pencil formal operations tasks
JF - Journal of Research in Science Teaching
DO - 10.1002/tea.3660180114
DA - 1981-01-01
UR - https://www.deepdyve.com/lp/wiley/an-assessment-of-the-relation-between-traditional-and-paper-and-pencil-T8utUHgkZI
SP - 87
EP - 91
VL - 18
IS - 1
DP - DeepDyve
ER -