Critical thinking is a major goal of social studies education. Teachers need to know what critical thinking is before they can successfully incorporate the skill into their teaching strategies. Understanding why critical thinking is a major goal of education in a free society helps teachers prepare students to be informed and rational participants…

This article proposes a class project in Afro-American culture based on the dual perspective of 1) the role of ethnicity in the learning process and 2) the relevance of youth culture for junior and senior high school curricula. (Auth.)

Learning to learn should keynote today's educational philosophy. One method for developing learning skills is through the use of independent study guides (self-initiated study and direction activities serving as lesson plans for learners). (Author/MJB)

This seven chapter book offers guidance to elementary and secondary teachers on how to help students develop strategic study skills. Chapter 1 summarizes current knowledge about information-processing theory, the teacher's role in facilitating learning, and the necessity for changes in instructional techniques across grade levels. Chapter 2…

This collection of papers, the sixth in an annual series, presents the views of members of the Professional and Organizational Development Network in Higher Education on improving research, career development, conceptual models for program planning, and teaching and learning. Articles and authors are as follows: "The Need for Classroom Research"…

Specifies major law-related outcomes at the elementary school level and describes several characteristics of learning environments that promote these outcomes. Outcomes include perceiving dilemmas inherent in social issues and being reflective decision makers, being critically responsive to authority, and being knowledgeable about law and related…

Learning centers can be developed in secondary school subject area classes to encourage independence and to help the teacher individualize instruction. (MKM)

Differences in cognitive structure are approached through consideration of cartesian and non-cartesian knowing. Figuration and configuration are described as two layers of cartesian knowing leading to the third layer, the cognitive structure. Knowing in general is then discussed, with comments on learning in another culture, Botswana. (MNS)

Identifies key questions concerning children's intuitions and conceptions of probabilistic notions. Research on the theoretical framework for probability studies, misconceptions and strategies, and pupil attainment is reviewed, and the methodology is evaluated. Finally, implications for classroom practice are discussed. (MNS)

Analyzed was the mental activity required to answer Profile Test questions. This was then related to the results of pupils with differing profiles. Most of the mental activity could be reduced to three categories of knowledge: data, short operations, and paths. These categories are then discussed and applied. (MNS)

After a brief introduction to cognitive psychology, this paper provides a set of principles from cognitive psychology, information processing theory, and constructivist psychology; outlines examples of the existence and often longtime, conscious use of contemporary cognitive psychology assumptions and conceptions in the social and behavioral…

Attempts to define a discipline of social studies by identifying a philosophy of social studies. Suggests that such a philosophical structure should attempt to develop a systematic, coherent, definable body of thought organized on the basis of structure and process. Uses epistemology, ontology, and axiology as a framework. (DK)

The behavior of one child as she constructed knowledge about fractions over a nine-month period is presented. The intent is to explain behavioral patterns for which certain mental processes, called schemes, seem responsible. (MNS)

Defining students' different styles of learning and their study patterns enables a teacher to guide them into using their own methods effectively; this is particularly important in teaching inner-city students. (JD)

This guide, written for parents, teachers, and students, presents advice on academic study habits derived from research data. Part 1 of the text presents the research evidence in five chapters: chapter 1 reviews common study skills problems; chapter 2 focuses specifically on research data from eight studies which successfully used precollege study…