Describes Noel Entwhistle's book "Styles of Learning and Teaching," detailing how it can be used to help students learn and store knowledge. Also describes a course on the theory and practice of cognitive processes taught at Carnegie Mellon University. (DH)

Students often complain that lectures requiring simultaneous writing and listening is a difficult task. An alternative method is provided to teachers to facilitate note taking by students. (ZWH)

Summarizes research on inquiry and investigative strategies for teaching laboratory science. Concludes that meaningful laboratory instruction is distinguished by: student engagement in science inquiry processes, student manipulation of experimental materials, and the experiential teaching of specific scientific concepts. (RT)

An open format in which students keep log books to help them become more active in the learning process is discussed. Included are creative thought and language, visualization, and using writing to learn how to learn. Examples of student writing are provided. (CW)

The use of taxonomic scales to assess the level of student cognitive development and thinking skills, and to structure instruction is discussed. One instructor's method is presented. Perry's taxonomy is graphically illustrated. Sources for five assessment instruments are listed. (CW)

Presents: (1) a list of ideas for teaching problem-solving; (2) a review of a problem-solving book used in medical education; and (3) a discussion of an approach called problem-based learning. (DH)

Describes an exercise which focuses on the ethical and human aspects of science. Outlines the approach and components of a writing assignment based on a literary and humanistic analysis of "The Double Helix" by James Watson. Provides sample questions and examples of integrative literary works. (ML)

Suggests criteria to be used in selecting problem-solving activities and criteria to be considered in choosing media, exercises, and problems for the development of problem-solving skills. Provides perspectives on developing creativity and includes a chart on how thinking and attitude components relate. Also lists related reference materials. (ML)

Described are three levels of information management with databases. Levels and methods of integration, computer supply and learning approach, dynamic resources, and self-tailored learning approaches are discussed. Examples of database records are provided. (CW)

Suggested are ways that problem solving can be integrated into existing college courses. Modification of assignments, reduction of class examples, developing the structure of knowledge, finding time to teach process skills, and developing student awareness are discussed. A self-assessment form for students is included. (CW)

Provides tips to teachers on how to improve instruction by simply evaluating and modifying their teaching style to consider the needs of all students. (ZWH)

Explains how self-produced software can be used to perform rapid number analysis or number-crunching duties in geology classes. Reviews programs in mineralogy and petrology and identifies areas in geology where computers can be used effectively. Discusses the advantages and benefits of integrating department-generated software into a geology…

Considers research concentrating on the correlation between knowledge structure and learning. Suggests implications of this research to classroom teaching. Cites characteristics of unsuccessful and successful problem solvers. (RT)

Describes a Hebrew University program for academically disadvantaged students, focusing on a workshop component which emphasizes learning skills and study strategies. An evaluation of the workshop indicates that it leads to improved achievement in several academic fields (including the natural sciences). (DH)

The theory behind concept mapping and advance organizers is reviewed. Special variations of concept mapping are presented. Evaluation using concept maps and long-term retention are discussed. (CW)