Discusses the learning cycle, a strategy developed by Karplus for incorporating Piaget's concepts into a pragmatic method for use in any classroom. The three facets to this strategy, exploration, invention, and application, are described. Includes an exercise that can be used for high school and college classrooms. (CS)

Presented is a simple, unified approach to chemical nomenclature which employs the distinction between the terms chemical substance and chemical species. The classification of matter and chemical nomenclature are used as examples to illustrate this scheme. (CW)

Reports on a study intended to establish a relationship between the M-space (mental energy) and the M-demand (the variable difficulties of Piagetian tasks presumed to entail the same logical structure) of different items of general chemistry. Recommends that chemistry teachers consider the role of cognitive factors in determining student success.…

Describes a study which was designed to determine the effect of a 25-hour introductory qualitative analysis course on high school students' understanding of formal concepts related to electrolytes. Suggests that introductory concrete experiences better prepare students to deal with more formal abstract concepts. (TW)

Defines M-demand as the maximum number of schemes that the subject must activate simultaneously in the course of executing a task. Discusses the effect of M-demand on problem solving. Uses algorithms to reduce M-demand. Describes the role of algorithms in problem solving. (MVL)

Outlines the constructivist model of knowledge and describes how this model relates to Piaget's theory of intellectual development. Contrasts the constructivist model with the traditional views of knowledge. Discusses how this model can help explain some of the things that happen in chemistry classrooms. (TW)