Discusses the value of studying errors made by students in the process of learning science. Addresses 20 research questions dealing with student learning errors. Attempts to characterize errors made by students and clarify some terms used in error research. (TW)

This paper presents a cognitive theory of multimedia learning from which predictions on individual differences in learning are derived and tested. Elementary students learned how to add and subtract integers with an interactive multimedia game that included visual and symbolic representations of the arithmetic procedure. They learned either with…

Discusses alternative perspectives on nature of knowledge and psychological development, relating these to science instruction. Indicates that significant learning occurs if facts have personal relevance, suggesting that a cultural transmission approach to teaching/knowledge dominates science education which neglects the role of students' personal…

Summarizes four stages in the development of causality obtained from interviews with Filipino children (N=1,228), reporting how they responded to questions and effect of grade/age levels on their characteristic responses. Includes a fifth stage, a logical analysis of what would be required of an adolescent trying to understand the sciences.…

Considers an aspect of children's thinking and learning: the set of beliefs or expectations they hold about the way natural phenomena occur and how they affect the sense pupils make of experiences we give them in science classes. Implications for instruction are addressed. (Author/SK)

This study, conducted in an Australian institution, investigates the intellectual requirements of the mechanics section of a first-year college physics text. Instructional and prerequisite concepts were classified in terms of the intellectual skills required to understand them. (HM)

Examined the role of awareness in relation to R. W. Schmidt's noticing hypothesis in second language acquisition. The study analyzed the think-aloud protocols of adult learners of Spanish as a second language as they were completing a problem-solving task as well as their immediate performances on two post-exposure assessment tasks, a recognition…

Investigates issues of conceptual understanding in teaching and learning mathematics provided conceptually based instruction on place value and two-digit addition and subtraction without regrouping in four first grade classrooms. Conventional textbook-based instruction was provided in two first grade classrooms. Experimental-group students scored…

Described is the attempt to identify relationships between pedagogy and student behavior in a mathematical microworld. The patterns of teaching associated with LOGO-based computer activities involving ratio and proportion and the teachers role in helping students bridge the gap between LOGO- and school-mathematics practices are explored. (MDH)

Presents a study of the acquisition and development of information coordination ability. Examines students' composition of texts comparing two cultural groups after reading either one text describing both or a separate text on each. Concludes that older students used more complex information integration levels, whereas all subjects performed…

Concrete experience should be a first step in the development of new abstract concepts and their symbolization. Presents concrete activities based on Hyde and Nelson's work with egg cartons and Steiner's work with money to develop students' understanding of partitive division when using fractions. (MDH)

Asserts that the development of abstract knowledge and critical thinking skills has been extolled as a primary goal of education. Reviews research in problem solving and other educational endeavors. Maintains that learning abstract solution principles is enhanced when instruction is accompanied by examples illustrating those principles. (ACM)

Examines development of the concept of commitment in relation to adolescents' choice of a career and romantic partner. Subjects were 163 male and female ninth graders, twelfth graders, and college juniors from public and private schools. Findings support the proposition that the concept of commitment is affected by grade, gender, and type of…

Responses of students in grades K-10 (42 interviewed; 98 written) to 4 common fractions problems were analyzed for iconic mode processes in relationship to concrete symbolic mode development. Concludes that progress in the latter, without development of complementary iconic support, limits both understanding and flexibility in solving problems.…

A study examined the effects of differing degrees of bilingualism (English monolingual, English-French balanced bilingual, Bengali-English partial bilingual) on nonverbal problem-solving abilities of 71 grade-three children. The groups were compared on control of attention and analysis of knowledge. Results indicate the balanced bilinguals…