Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Suggests that the teaching/learning/research process should be rethought of as a collaborative social learning for constructivism to be meaningful in science education. Includes perspectives on George Kelly's personal construct psychology and Glaserfeld's radical constructivism. (AIM)

Examines the concept of the cognitively active learner and discusses the following categories of learning strategies: rehearsal, elaboration, organization, comprehension monitoring, and affective. (NKA)