This study was planned to examine differences in the ability to stop and think, and knowledge of comparative concepts, among children who succeeded or failed in solving verbally presented class inclusion problems. Thirty third-grade boys were classified as non-Inclusion subjects, and 30 others as Inclusion subjects. The children were classified as…

The purposes of this study were: (1) to evaluate the effectiveness of audio-tutorial (A-T) instruction and (2) to identify, classify and study differences in problem solving approach using a theoretical framework derived from the ideas of D. P. Ausubel. Seventy of 420 students taking a college introductory non-calculus physics course used A-T…

The problem was to determine the relationship between performance on Piagetian class inclusion tasks and on missing-addend computation and verbal problem tasks for first-Grade students, and to describe the methods used by the children in solving both the missing-addend and the verbal problem tasks. From 168 first-grade students who received a…

Problem solving is applicable to all grade levels and subject areas. This study focused on the development of problem-solving skills in fifth grade students using problem-solving software. A pre- and post-test were administered to 21 fifth grade students. Four students were chosen for the treatment group and four for the control group. The…

This study was designed to replicate and extend the work of Steffe on the effect of using different set names as variables in addition problem statements. The behavior of both first- and second-grade students was studied and the usefulness of visual aids in solving addition problems was also investigated. One-hundred twenty first- and second-grade…

This report documents a program for improving science knowledge, attitudes, and higher order thinking skills through experiential science. The hands-on approach used successfully in the program is described, and evidence of student improvement is also presented. The targeted population consisted of students in the first, third, and fourth grades…

The purposes of the first two parts of this literature review are to clarify the concept of active learning and discuss the use and value of active learning models. In Part I, the perspectives of five historical proponents of active learning, Rousseau, Pestalozzi, Dewey, Kilpatrick, and Piaget, are discussed. The views of four contemporary…