Discusses two strategies that provide concrete-thinking students with opportunities to develop and use formal or critical-thinking skills. Describes using task analysis and long-term investigations in the classroom. (YP)

Reviews research related to teaching and learning higher cognitive level objectives from a constructivist perspective. Examines several factors including the cognitive demands of academic work, classroom management, delivery of instruction, formal reasoning ability, grouping of students, and motivation to learn. Concludes that an active teaching…

Reviews recent research addressing the problem of matching students' cognitive levels to science textbooks. Suggests that most texts are written above the level of the students for whom they are written. Promotes experiential learning at the middle level and concentration on "right thinking" rather than on "right answers." (CW)

Attempts to show that not only can density be taught to lower ability pupils but that by doing so, there is the possibility of assisting pupils to develop their reasoning powers. Lists teaching activities that help in this process. (CW)

Reports on a study designed to determine the effectiveness of two video programs with an audience of varied ages, grade levels, and developmental levels. Indicates that a significant difference was found between concrete, transitional, and formal operational students on pretest scores and developmental levels and results on the posttest. (RT)