From a cognitivist theory stance, domain-specific subject knowledge is necessary for deep learning and cognitive advance. What opportunities for deep learning and cognitive advance are provided in geography classrooms? This analysis of teaching in geography classrooms is framed by the concepts of deep learning, pedagogic discourse, and a…

Most basic concepts are acquired during preschool period. There are studies indicating that the basic concept knowledge of children is related to language development, cognitive development, academic achievement and intelligence. The relationship between learning behaviors (sometime called learning or cognitive styles) and a child academic success…

The interdependence between the first and second language of bilingual immigrant children has not received sufficient attention in research. Most studies concentrate on mainstream language skills of immigrant pupils. In some studies, the gaps in the language development of immigrant children are documented by comparing mainstream pupils with…

This study aimed to determine whether taking a chronological approach (CA) or topical approach (TA) to teaching developmental psychology resulted in different learning outcomes. Across two semesters, in four classes, 354 students participated (M[subscript age] = 19.76, SD[subscript age] = 2.93 years), 66% identifying as female. One instructor…

Background: Children ordinarily begin their formal education at the age when the great majority of them are capable of understanding the role of addition and subtraction in changing number. In determining critical differences they can apply the oddity principle--the first "pure" abstraction that children ever develop--understanding that…

Recent surveys have shown that pupils find the topics of esterification and condensation difficult. Reasons for the difficulty are not clear. Described is research designed to determine where the difficulties were visual or conceptual in origin. (RH)

The generally bleak achievement scores of deaf children are contrasted with the near normal reports of both IQ and conceptual development. (Author)

Investigates children's development of causal explanations of success and failure. Compares two measures of causal attribution to show that the use of unipolar scales best depicts differences in causal factors used by children. Explores two hypotheses about the impact of normative context on the development of causal differentiation. (DSK)

The literature suggests a "concrete" to "abstract" hierarchy in concept acquisition. However, typical tests do not reflect this hierarchy. Studies have been reported in which an "abstract" option for an item was included in with a "concrete" option and with distractors. This procedure assumes that "abstract" and "concrete" behavior is on a common…

Explores the relationships among science and engineering attitudes, physics conceptual understanding, and physics achievement for a population of college freshman engineering students. Assesses a sample of freshman engineering students (n=200) participating in an integrated curriculum with the Force Concepts Inventory (FCI), Mechanics Baseline…

This paper reports on a study which was designed to teach language skills and concepts to kindergarten children who had entered school with serious language deficiencies. The study's objectives were to: (1) provide the opportunity for interaction between child and adult; (2) encourage the development of concepts through concrete experiences,…

Examines the early learning experiences of great men and women mathematicians to determine whether their lives were stimulated in symbol modes that generated semiautonomous cognitive systems of acquiring, processing, and originating vast complexities of abstract mathematical concepts. (HOD)

High school students of various ability levels were presented economics concepts lessons, varied according to their organization or structure. Test questions over concept ranged from simple recall of information to application of economics principles. Students scored generally higher when they were presented highly structured lessons. (LMO)

Argues that genuine critical thinking requires the recognition of the evolutionary nature of knowledge. Discusses the Perry scheme of nine stages of cognitive development and the Nelson variant of Perry's stages. Discusses teaching methods that are based on this approach and provides suggestions for further research. (CFR)

Over the past several years, one study after another has uncovered a positive relationship between interpersonal interaction and individual achievement. According to a handful of these studies, interaction is more effective than are individually-based strategies for promoting reasoning. We give our attention here to the link that possibly exists…