In this article, some of the ways in which thinking about chaos theory can help teachers and student-teachers to accept uncertainty and randomness as natural conditions in the classroom are considered. Building on some key features of complex systems commonly attributed to chaos theory (e.g. complexity, nonlinearity, sensitivity to initial…

The ontological problem is "what exists?" The answer regarding the part of consciousness which is related to left hemisphere is that only individual discrete objects exist; objects are regarded one at a time. The answer regarding the part of consciousness which is related to right hemisphere is only comprehensive entities exist; each…

Guidelines are given for teaching basic concepts (such as "above,""least," and "different") to students who are educable mentally handicapped. Stressed is direct and systematic instruction in basic concepts as an integral part of the curriculum with concrete, representative, and abstract applications. (DB)

This fun and educational kit is designed specifically for elementary students. The "Kid's PACK" (Population Awareness Campaign Kit) entertains and informs children on the environment and human population growth through stories, games, and concrete ideas for making a difference. In three booklets, the "Kid's PACK" offers…

The science learning cycle developed by Robert Karplus and others in the 1960's has been a useful model for many science teachers and researchers. This model stresses the use of structured inquiry to organize knowledge acquisition and problem solving. Recent research in the cognitive science tradition, however, has shown that learning and problem…

How multiplication is usually taught in school and how it could be taught are discussed. Development of understanding is illustrated through children's words and work. (MNS)

Examines the misconceptions of children as indicative of imaginative and perceptive thinking. Anecdotes that illustrate the split between realist and relationalist thinking, and the confusion between fact and metaphor are presented as citations from literary works. (BC)

This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. The book contains 3 parts with 10 chapters. Part 1, "The Call for Constructivism," includes (1) "Honoring the Learning Process," (2) "Considering the Possibilities," and (3) "Coming to Know One's…

Describes a method of teaching the order of mathematical operations based upon the psychological theory of conceptual generalization. (MDH)

Describes the use of a graphic organizer--webs--to help students learn to connect concepts in mathematics. (MKR)

Identifies and describes the problems students have with the concept of neutralization. Analysis of over 7,500 students' answers to test questions over neutralization showed that many students understand the concept in its original meaning. Students assumed that in any neutralization reaction a neutral solution is formed, even if a weak acid or…

The focus of this document is on students' understanding of symbolization processes in algebra, and specifically their understanding of semantically laden letters. In the first four sections, four inappropriate ways in which many college students use semantically laden letters are described. Evidence from clinical interview protocols demonstrate…

Children in grades two and five explained such weather phenomena as wind, clouds, thunder, lightning, rain, snow, and rainbows during interviews. Results indicate that most students in both grades were at a stage of nonreligious finalism and do not use true causality in explanations. Implications for teaching are discussed. (DH)

Secondary geometry students were tested for van Hiele level of thinking, geometry knowledge and achievement, and proof-writing achievement. Proof-writing achievement correlated significantly with van Hiele level entering geometry knowledge and geometry achievement. The predictive validity of the van Hiele model was supported. (Author/DC)

Discusses the historical background of Bloom's Taxonomy. Asserts that the Taxonomy contains elements of sex bias. Describes Women's Ways of knowing along with a comparison of the perspectives and implications of both approaches. (CFR)