In the context of the sociocultural approach, the authors studied the problem of the development of the students' conceptual mental structures in the process of geometry teaching. An educational activity for the development of a generalized ability to solve geometry construction problems in electronic educational environment served as a…

The relevance of the researched problem is determined by transformation of the human capital into the key economic resource of development of the postindustrial society. The purpose of the article is to disclose the content of evolution of the human capital as a scientific concept and phenomenon of the economic life. The leading approach to the…

In this article, we present initial findings of an exploratory-pilot research study that focuses on "service learning" as a framework to examine "real learning" and identity changes of university students participating in a community based educational activity known as "La Clase Mágica." Student's reports and…

Policy documents in science education suggest that even at the earliest years of formal schooling, students are capable of constructing scientific explanations about focal content. Nonetheless, few research studies provide insights into how to effectively provide scaffolds appropriate for late elementary-age students' fruitful creation of…

Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society were submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre…

Examines the research literature on conceptual change, analyzes the different uses of the term, and discusses six other issues that have emerged from this literature. Outlines a multidimensional framework for considering conceptual change events in the classroom and attempts to synthesize various perspectives of contemporary conceptual change…

Reasoning skills of nonmajor nutrition students were assessed on the basis of their performance on tests derived from the work of Piaget. There was no difference between those who used formal reasoning and those who did not in terms of their ability to comprehend and apply elementary nutrition information. (Author/CT)

This paper reports on a portion of a 14-year study of the mathematical thinking of a cohort group of students that was based on an identifiable perspective on how mathematical ideas are built. Three videotape episodes are presented so that groups of students working together can be viewed at three points in time: as fourth graders (ages 9-10) and…

Mental test data cited by H. T. Epstein as supporting his theory that new concepts should be taught during periodic spurts in childhood intellectual development (at 3-10 months; and 2-4, 6-8, 10-12 or 13, and 14-16 or 17 years) are reanalyzed. It is found that the data do not substantiate Epstein's conclusions. (TJH)

Extends prior theory and research by postulating the existence of an intermediate class of concepts called 'hypothetical'. Investigates the hypothesis that three kinds of scientific concepts exist by constructing and administering a test on concepts introduced in a college biology course. Supports the hypothesis that intellectual development…

Before and after formal instruction, 140 elementary school children answered questions designed to elicit their concept of structural stability. A three-year follow-up showed they tended to retain useful ideas and discard those less useful over time. Their information sources included external as well as school experiences. (SK)

This document reports the results of two studies performed to determine the effectiveness of special lessons in facilitating the attainment by children of the basic concept "tree." The first study, which utilized 103 fifth-grade students, also investigated the effects of pretesting. Results showed no significant effects of pretesting and…

Seventy-one college general biology students were taught a unit in Mendelian genetics by the traditional lecture method. Emphasis was placed on meiotic formation of gametes, dominance, segregation, and independent assortment. The Punnett square model was used for all practice problems. While using this model, students were asked to: (1) identify…

This study compared the effects of a formal, an open-framework, and a control preschool program on children's intellectual development. The formal program, based on Ausubel's and Piaget's theories, had a daily schedule of short prescriptive teaching sessions followed by related learning activities. The informal program, based on Piaget's theory,…

Assesses comprehension of the mental verbs "remember" and "forget" among three-, four-, five-, and seven-year-old children by having the child judge whether or not toy characters in different situations remembered or forgot. (Author/RH)