An inquiry attempted to build an agenda for research that would result in a cognitive theory of instruction capable of informing educational practice and extending the limits of knowledge about how people learn and develop. What would such a theory look like, how close are we to having one, and what directions must be followed to further its…

Highlights findings from cognitive science which suggest new approaches for science and mathematics instruction, addressing role of naive theories and qualitative understanding of situations in problem-solving. Also considers nature of the learner based on the findings. (JN)