A description of a conceptual model by which learnings can be differentiated into different forms. It is further contended that schools at all levels engage in tasks that result in learnings whose form is not solely restricted to cognitive growth or knowledge growth. (Author/HB)

Explores the utility of mental models as learning outcomes in using complex and situated learning environments. Describes two studies: one aimed at eliciting mental models in the heads of novice refrigeration technicians, and the other an ethnographic study eliciting knowledge and models within the community of experienced refrigeration…