Discusses the process of generalization. Illustrates the process by generalizing the classic problem of how a farmer can get a fox, a goose, and a bag of corn across a river in a boat that is large enough only for him and one of the three items. (MDH)

This article presents a strategy to teach young children with developmental delays how to interact cooperatively and effectively on their own initiative. Based on metacognitive research, this social skills training program, called social metacognitive strategy training, is designed to help students generalize social skills from one activity to…

Clarifies the idea of prediction in science teaching by distinguishing between the two extremes of guessing and making logical deductions. Discusses the use of predictions in testing teachers' and students' explanations. (MDH)

Presents 5 activities for the K-1, 2-3, 4-5, 6-8 grade levels and for in the home in which students explore the concept of combinations. Each activity includes a lesson plan to investigate a combinatorics problem appropriate for that grade level. Provides reproducible worksheets. (MDH)

Asserts that teaching concept formation and generalization development are central to any social studies program. Presents a classroom activity designed to teach geographic concepts to middle school students. Includes four figures and instructional procedures to be used in the activity. (CFR)

Defines a generalization as "a descriptive statement of broad application indicating a relationship between two or more concepts." Argues that successful teaching about generalizations can only occur when students understand the relationship between concepts and facts. Discusses four issues and four approaches related to teaching…

Presents 13 examples in which the intuitive approach to solve the problem is often misleading. Presents analysis of these problems for five different sources of misleading intuitive generators: lack of analysis, unbalanced perception, improper analogy, improper generalization, and misuse of symmetry. (MDH)

Elaborates the final step of Polya's heuristic model, reflecting, to improve students' problem-solving performance. After checking answers for accuracy, the following steps are suggested: (1) test reasonableness and practicality; (2) write a summary paragraph; (3) find other solutions; (4) change the conditions; and (5) extend the problem. (MKR)