We use a concept of framing to explain 3 cases in which participants initially lacked mutual understanding but then achieved significant mutual understanding. The cases were all consistent with a pattern of "positional framing" that includes a human participant who is inquiring, which we call a "listener", and a "source", which may be another…

The paper covers a diverse range of topics, the areas of interest for this particular paper include (a) knowledge structures and mental models, (b) problem solving processes, (c) metacognition, (d) skill acquisition, (e) individual learning styles, and (f) transfer of learning. The following brief synopsis of the paper serves to illustrate the…

Knowledge restructuring refers to changes in the strategy with which people solve a given problem. Two types of knowledge restructuring are supported by existing category learning models. The first is a relearning process, which involves incremental updating of knowledge as learning progresses. The second is a recoordination process, which…

The purpose of this study was to investigate novices learning to use a mission planning system. Novice participants received one training session, followed by three test sessions. This was compared to expert performance. During the test sessions, all participants were required to "think aloud", based on Ericsson and Simon's (Ericsson, K.A. and…

"The question for me is how can the human mind occur in the physical universe. We now know that the world is governed by physics. We now understand the way biology nestles comfortably within that. The issue is how will the mind do that as well."--Allen Newell, December 4, 1991, Carnegie Mellon University. The argument John Anderson gives…

Competence-based extensions of Knowledge Space Theory are suggested as a formal framework for implementing key features of personalised learning in technology-enhanced learning. The approach links learning objects and assessment problems to the relevant skills that are taught or required. Various ways to derive these skills from domain ontologies…

An alternative is suggested to conventional and propositional ways of thinking about curriculum matters. Curriculum theory is conventionally presented as statements of propositional knowledge even though the significance of tacit, non-propositional knowledge has been recognized in philosophy. It is suggested that attention be paid to how teachers…

In the late 1960s and early 1970s a considerable amount of research was conducted on methods for authoring and structuring instructional materials by researchers who did not, at that time, have access to the existing delivery systems necessary to fully implement their ideas. One of these methodologies is Structural Communications, developed by…

Examines the role of case methods in teacher education, noting that the use of case methods depends upon an understanding of teaching and the learning-to-teach process. Three frameworks for using cases in teacher education are examined (precept and practice, problem solving and decision making, and knowledge and understanding). (SM)

This paper discusses the central thesis that new research on estimation and mental computation will benefit from more focused attention on the situations in which they are used. In the first section of the paper, a brief discussion of cognitive theory, with special attention to the emerging notion of situated cognition is presented. Three sources…

Analyses of the cognitive activity displayed by students on existing innovative assessments in science were conducted. The project has worked with pilot alternative assessment programs in Connecticut and California to document the match or mismatch between the skills and processes that the assessment is designed to tap and those actually elicited.…