Studies in cognitive science have verified that working memory (where the brain solves problems) can manipulate nearly all elements of knowledge that can be recalled automatically from long-term memory, but only a few elements that have not previously been well memorized. Research in reading comprehension has found that "lecture notes with…

Teachers' perception filter operates in all realms of their consciousness. It plays an important part in what and how students learn and should play a central role in what and how they teach. This may be obvious, but having a visual model of a perception filter can guide the way they think about education. In this article, the author talks about…

The English National Curriculum Programmes of Study emphasise the importance of knowledge, understanding and skills, and teachers are well versed in structuring learning in those terms. Research outcomes into how long-term memory is stored and retrieved provide support for structuring learning in this way. Four further messages are added to the…

A major goal of education is to help learners store information in long-term memory and use that information on later occasions to effectively solve problems (Vockell 2010). Therefore, this author began to use the Rubik's cube to help students learn to problem solve. There is something special about this colorful three-dimensional puzzle that…

This study explores the mental images at the microscopic level of matter created by 22 preservice science teachers in Oman. Participants were encouraged during a guided imagery session to construct mental images for a scenario written about the explanation of the reaction of sodium in water. They were then asked to describe what they envisioned in…

Describes the distributed practice technique to review course material. Results of a study to compare distributed practice to massed practice indicated that students using the distributed practice technique scored significantly higher when tested two months after practice was completed. (MDH)

Reports long-term effects of intensive instruction in the cue attendance or hypothesis generation on open-exploration behavior of 120 ninth graders. Five dependent measures included: number of observed details; number and quality of hypotheses; and number and diversity of questions. Results suggest long-term benefits. (Author/JN)