In a historical moment in which Artificial Intelligence and machine learning have become within everyone's reach, science education needs to find new ways to foster "AI literacy." Since the AI revolution is not only a matter of having introduced extremely performant tools but has been determining a radical change in how we conceive and…

The authors describe principles of good teaching drawn from meta-analyses of research on teaching effectiveness. Recent developments in neurobiology are presented and aligned to provide biological support for these principles. To make it easier for college faculty to try out sample instructional strategies, the authors map principles of good…

This study evaluated three models of gifted education implemented by seven elementary regular classroom teachers. All models showed a strong relationship between cognitive level of teacher queries and student responses. The Cognitive-Affective Interaction Model produced the best increases in cognitive complexity of classroom interactions and…

Criticizes Madeline Hunter's teaching model emphasizing a perceived mechanistic and simplistic approach. Also stresses the ways the author feels the model negates the teaching of thinking skills. Attacks the scientific approach of Hunter's model, its philosophic perspective, and the training process. (MD)

Mastery learning is a philosophically based approach to teaching and learning which focuses on effective individualized instruction in the group oriented classroom setting. This article discusses the development and application of mastery learning theory and its implications for teachers. (JN)

Maintains that diagnosis, explanation, and tutoring, the functions of an interactive learning environment, are collaborative processes. Examines how human-computer interaction can be improved using a distributed cognition framework. Discusses situational and distributed knowledge theories and provides a model on how they can be used to redesign…

Identifies concepts and findings in cognitive psychology and cooperative learning relevant to teaching and learning higher cognitive skills. Derives implications from research to use as criteria for evaluating history and social science instruction programs. Critiques three models for teaching intellectual skills in the social studies curriculum.…