Argues that behavioral approaches in education are best placed within a rational or justificatory framework, rather than within a strictly scientific account of human activity. Draws the distinction between the two frameworks, and outlines major criticisms leveled at behaviorism in education. Discusses aspects of behaviorism in education from the…

Defines personal axioms as deeply held beliefs of individuals about themselves and their world that determine their activities, interests, and performance. Discusses the role of the teacher with regard to cognitive restructuring techniques that may help students change negative personal axioms and free themselves to learn more efficiently. (JHZ)

This ERIC Digest describes the parameters of misconception research as it relates to the learning of science and highlights some of its implications for the teaching of science in the elementary school. The document reviews terminology associated with misconception research, identifies common characteristics of misconceptions, and specifies…

Defines the Scaffolding Reading Experience as a reading improvement technique that incorporates prereading, reading, and postreading activities. Discusses how this can be used in social studies classes and provides specific examples from an 11th-grade U.S. history class. Includes a list of optional activities and teaching suggestions. (MJP)

Describes a classroom exercise that uses a computer simulation to give students a rat's-eye view of a maze. The students call out instructions for navigating the maze. A follow-up presentation examines two theories of learning that explain why the students' are successful in their second navigating attempt. (MJP)

Attempts to express a group of children's understanding of inversion, retrograde, and retrograde-inversion as it applies to musical composition and color schemes. The children, ages six to nine, displayed idiosyncratic approaches to the problems. Discusses the possible implications for symbolic language and cognitive development. (MJP)

Presents a learning model for science education and describes teacher interventions derived from the model to produce cognitive restructuring. Demonstrates how teacher interventions may be developed through a series of interventions, related activities, and comments. (MDH)