As problems become increasingly complex, science educators need to better understand how new knowledge is constructed and applied in heterogeneous team collaborations, and how to teach students to productively engage in these processes. We discuss the emergence of insights in collaborative sensemaking and suggest a model that articulates the…

Earthquakes, lightning, and history-changing ideas are classic examples of powerful, unpredictable forces of nature. These sorts of phenomena have been difficult to explain and predict, an often frustrating fact as humans try to understand and control the significant influences in our lives. Historically, such phenomena have been attributed to…

In the target article, "Where does creativity fit into a productivist industrial model of knowledge production?", Ghassib (2010) invites the reader to step back and consider some long term historical and socio-cultural trends concerning the field of science and its relationships to society. This perspective suggests that science has evolved to…

The article shows how different cultural groups have different cognitive systems, and states that Western civilization must make reforms in its cognitive system if it is to survive. (RC)

Using questions posed by a gifted 12th-grade girl during an American History class, this article defines the nature of reflective thinking as a search for meaning that involves both imaginative as well as critical, logical thought processes. The author concludes by drawing implications for the education of gifted persons. (Author)

The present study observed problem-solving styles with anagrams to see whether observing a model solve anagrams in a rigid or flexible way would affect the types of solutions the subjects used. (Author)

This paper attempts to show that the significant difference between the enthymeme and the dialectic syllogism rests on the similarity of purpose of both dialectic and rhetoric, and on the differences in the respondents to which they address themselves. To support this thesis, the author reviews several contemporary approaches which have dealt with…

Tests of creative production given to 75 college students used three different types of instructions. The total number of superior responses was equal for brainstorming and criteria-cued instructions and greater than standard instructions. Criteria-cued instructions worked more efficiently, producing the largest number of creative responses for…

The CoRT (Cognitive Research Trust) is a five-step program in direct instruction of thinking skills which increase the number and diversity of ideas as well as help the individual establish goals, set priorities, improve interactions with others, and incorporate feeling into thinking. (DB)

Article stresses the skills gained in problem-solving over mere information transmission in the classroom. (GB)

An attempt to lend empirical support to the structure-of-intellect (SI) model by investigating 10 difficult to separate parallel factors. (Author/CK)

Two stages of skill development are: declarative (facts are interpreted) and procedural (knowledge is embodied in skill procedures). Knowledge compilation moves skills from the declarative to procedural stage in subprocesses of composition, which collapses sequences of productions into single productions, and proceduralization, which embeds…

Equation problems elicited a strategy in which the subject attempted to isolate the X variables on one side of the equation, whereas word problems elicited a strategy in which the subject attempted to reduce the expression. These results suggest that problem format influences the type of strategy used to solve algebra problems. (Author/PN)

Using tenets from Vedic science and quantum physics, this model of the creative process suggests that the unified field of creation is pure consciousness, and that the development of the creative process within individuals mirrors the creative process within the universe. Rational and supra-rational creative thinking techniques are also described.…

The primary objective of this study was to compare problem solving performance among formal operational, transitional, and concrete operational individuals with the effect of relative field independence taken into account within each of these three cognitive developmental levels. Secondarily, the study explored whether a developmental relationship…