Students are known to have various difficulties in dealing with organic reaction mechanisms. A systematic classification of these difficulties appears necessary to design appropriate support. This paper presents insights into whether and how Bloom's revised taxonomy can be used to classify student difficulties in dealing with organic reaction…

When any object of external sense, or of thought, occupies the mind in such a degree that a person does not receive a clear perception from any other one, he is said to attend to it. The principle that is excited in his mind by a perception, or thought, is commonly called the faculty of attention; a faculty which may be justly said to be the…

Dewey's notion of "reflective thinking" is discussed. A model of phases of reflective thinking is described: problem recognition, enumeration of possibilities, reasoning, revision, and evaluation. Each phase has at least one parameter governing its operation and one rule for setting the optimum parameter value. Sources of individual…

The authors argue that our schools fail to respond to the uniqueness of the human brain, its differential characteristics and its serious under-utilization. (Editor)

This paper comments on the thesis that cognitive style and affective reaction variables ought to be taken into account in the evaluation of instruction. Observations are expressed as questions relating to cognitive style: Which style is it better for an individual to have? Can cognitive style be adapted to fit a particular learning task? Can it be…

Cognitive styles--defined as information processing habits--should be considered as a criterion variable in the evaluation of instruction. Research findings identify the characteristics of different cognitive stles. Used in educational practice and evaluation, cognitive styles would be new process variables extending the assessment of mental…

Rather than requiring individuals to adapt to means of instruction, the desired objective is to adapt the conditions of instruction to individuals. This objective can be realized if learning can be designed to take account of an individual's profile of achievements and cognitive skills. (Author/GC)

Examines the shift in the theoretical basis of learning from a behavioral theory to a cognitive theory, exploring implications of the shift for educational practice. Compares behavioral and cognitive theories in relation to educational goals/objectives, individual differences, instructional strategies, learner motivation, and learner…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…