Our study focuses on the correlation of concept map (CMap) structures and learning success tested with short answer tests, taking into particular account the complexity of the subject matter. Novice sixth grade students created CMaps about two subject matters of varying difficulty. The correlation of the complexity of CMaps with the post-test was…

Our research aims to identify domain-specific similarities and differences of externalized cognitive structures. Cognitive structure, also known as knowledge structure or structural knowledge, is conceived as the manner in which an individual organizes the relationships of concepts in memory. By diagnosing these structures precisely, even…

Examines the place of mental models in the process of knowledge construction, particularly by the relationship between mental models and computer models in that process. Analyzes and discusses children's use of spreadsheets to build their own computer models. Suggests that the process of building models on a computer may provide direct support to…

As teachers begin to implement mathematics curricula that capitalize fully on computing technology and that are focused on concepts and applications instead of on execution of by-hand symbolic manipulation routines, their well-established routines of thinking about mathematics and its teaching no longer apply in seamless fashion. This case study,…

The Educational Technology Center (ETC) Complex Systems Project was initiated to explore ways of using computers to help students understand systems which have often proven too complex for most high school students to understand. Preliminary work concentrated on the cognitive processes involved in modeling simple systems. This paper describes an…

Explores what kinds of calculus-related insights seem to typify calculus-related reasoning. Introduces "qualitative calculus" in which learning is focused on synthesis. Discusses the resemblance and difference between traditional calculus and qualitative calculus, advantages of learning qualitative calculus, and how understanding qualitative…

The reviews of articles contained in this issue have been grouped into those dealing with research related to cognitive development and to instruction. In addition, seven science education researchers have provided responses to critiques of their published research. Included are: (1) an analysis of an article designed to persuade researchers to…

At Canada's University of New Brunswick (UNB), adult educators and computer experts jointly identified criteria for designing UNB's new Internet-based distance education delivery system called PSyCo (Presentation System for Courses). The 10 criteria that became the PSyCo blueprint were based on principles from three areas: architecture and design,…

One of the most common misconceptions about probability is the belief that successive outcomes of a random process are not independent. This belief has been dubbed the "gambler's fallacy". The belief that non-normative expectations such as the gambler's fallacy are widely held has inspired probability and statistics instruction that attempts to…

New electronic technologies provide powerful tools for managing and processing the rapidly increasing amounts of information available for learning; teachers, however, have often been slow in integrating computers into the curriculum. This study addresses the question of how prospective teachers construct affective and cognitive models about…

This paper evaluates the strengths and limitations of a computer tutor designed to help students understand physics concepts. The tutor uses a teaching strategy called "bridging analogies" that previous research has demonstrated to be successful in one-to-one tutoring. The strategy is designed to remedy misconceptions by appealing to existing…

Higher order thinking skills are inevitably developed or exercised relative to some discipline. The discipline may be formal or informal, may or may not be represented in a school curriculum, or relate to a wide variety of domains. Moreover, the development or exercise of thinking skills may take place at differing levels of generality. This paper…

This paper examines students' mathematics learning in a social context as two versions of an instructional sequence designed to facilitate students' development of a conceptual foundation for place-value numeration are enacted in two third grade classrooms. The same instructional sequence is used in each classroom with the regular classroom…