FACILITATING SUCCESSFUL PREDICTION-PROBLEM SOLVING IN BIOLOGY THROUGHAPPLICATION OF SKILL THEORY

The purpose of this study was to identify cognitive Factors associated with differences in prediction problem-solving success among high sch ool biology students, and to determine whether guided practice facilit ated successful prediction. The Group Assessment of Logical Thinking w as used to evaluate subjects' cognitive operational level; written pre diction worksheets and think-aloud interviews were used to measure pre dictive success and identify problem-solving tendencies. Treatment gro up subjects received 8 hr of directed prediction practice using intera ctive computer simulations, whereas the control group practiced predic tion without focusing on specific skills, after which all subjects wer e retested. Predictive reasoning success showed a significant correlat ion (p < .01) to both formal operational development and five specific cognitive skills: (a) identifying relevant knowledge in long-term mem ory, (b) using a systematic problem-solving strategy, (c) applying cau se-effect reasoning, (d) reviewing solutions for logical inconsistency , and (e) evaluating alternative solutions. Analysis of covariance ind icated significantly increased prediction success for treatment group subjects following practice in the five identified skills (p < .01).