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Dive into the research topics where William Capie is active.

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Featured researches published by William Capie.


Educational and Psychological Measurement | 1981

The Development and Validation of a Group Test of Logical Thinking

Kenneth Tobin; William Capie

The paper describes the development of the Test of Logical Thinking (TOLT) to measure five modes of formal reasoning: controlling variables, proportional reasoning, combinatorial reasoning, probabilistic reasoning, and correlational reasoning. Each of the 10 items requires participants to select a correct response and justification from a number of alternatives. Analysis of data from 682 students from grades 6 through college indicated high test reliability (coefficient α = .85) and provided confirmation that the test measured one major underlying dimension termed formal thought. Evidence of criterion-related validity was obtained from a study in which 88 students from grades 10 through college were assessed on the TOLT and on five interview tasks. A correlation of .80 (p < .0001) suggested a strong relationship between the two measures of formal reasoning.


International Journal of Science Education | 1988

Active Teaching for Higher Cognitive Learning in Science.

Kenneth Tobin; William Capie; Antonio Bettencourt

The paper reviews research related to teaching and learning higher cognitive level objectives in science from a constructivist perspective. The literature supports an active model of teaching whereby all students are provided with opportunities for overt engagement in learning tasks. Factors associated with the learner, delivery of instruction and task management interact to influence the quality of learning in classrooms. When students are not motivated to engage in a task, when they do not attend to instruction, when they do not understand which cognitive processes to use, or when they cannot accomplish the task, instruction will falter and the intended learning outcomes will not be achieved. In order to facilitate learning of higher cognitive level objectives, an active teaching role is advocated with a focus on monitoring and sustaining overt engagement of all students.


Journal of Educational Psychology | 1982

Relationships between classroom process variables and middle-school science achievement.

Kenneth Tobin; William Capie


Journal of Research in Science Teaching | 1982

Relationships between Formal Reasoning Ability, Locus of Control, Academic Engagement and Integrated Process Skill Achievement.

Kenneth G. Tobin; William Capie


Journal of Research in Science Teaching | 1982

Development and validation of a group test of integrated science processes

Kenneth Tobin; William Capie


International Journal of Science Education | 1983

The influence of wait‐time on classroom learning

Kenneth Tobin; William Capie


Journal of Research in Science Teaching | 1981

Pupil engagement in learning tasks: A fertile area for research in science teaching

William Capie; Kenneth Tobin


Journal of science and mathematics education in Southeast Asia | 1984

The Test of Logical Thinking.

Kenneth Tobin; William Capie


Journal of Research in Science Teaching | 1978

Priorities for research in science education: A delphi study

David P. Butts; William Capie; Ellen Fuller; David May; James R. Okey; Russell H. Yeany


School Science and Mathematics | 1980

Teaching Process Skills in the Middle School.

Kenneth Tobin; William Capie

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Kenneth Tobin

City University of New York

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David May

University of Georgia

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