o abstract thought processes and how they are acquired (Clarke-Stewart, Friedman & Koch, 1985).
The findings of this ongoing research indicate that several factors can affect cognitive development. For example, Papalia and Olds (1992) report that parenting behavior is a strong correlate of cognitive development. However, in terms of educational influence, teachers and researchers are increasingly coming to believe that there are a variety of educational factors that can affect students' development of formal operations or cognitive competency.
For example, the design, plan, and implementation of course material is an educational factor that can affect students' cognitive competency. This point was discussed by Sowder (1991) in terms of science courses. Specifically, Sowder (1991) stated that if science and mathematics teachers had a firmer understanding of the processes and principles of how people develop cognitive competency, they could better use their courses to foster its development.
With respect to the foregoing, Sowder (1991) noted that:
When teachers possess detailed knowledge about children's thinking and problem solving, it can profoundly affect their knowledge of their students and their planning for instruction. (p.1)
In an effort to illustrate how science courses can be used to foster cognitive competency, Sowder reports on a project designed to demonstrate the feasibility of redesigning courses for prospective teachers in mathematics and science by incorporating into the courses research results from cognitive science and by focusing on the development of pedagogical content knowledge.
This project helps teachers by describing the organization of knowledge, how it will be presented in the classroom as well as how student learning and attitudes towards learning can be assessed. In a preliminary study of the cognitive development of students exposed to courses designed through the project and to ...