In the present study 71 university teachers from several disciplines were interviewed in order to capture the variation in descriptions of teaching. Two broad categories of description were identified: the learning-focused and the content-focused approaches to teaching. The results showed that the relationship between the two approaches was…

Sixty-three college students worked with a computer simulation in which gradually increasing model complexity (model progression), model progression plus small assignments, or a control condition without either were used. Definition knowledge increased for all three conditions, but intuitive knowledge gain was greater for the two experimental…

Problem-solving models in memories of 11 good and 12 poor novice first-year university students were studied. The students reconstructed physics problems seen briefly, relying on models in memory. Both good and poor students had models of problem situations at their disposal, but good students performed better than poor students. (SLD)

Results of a study involving 107 sixth graders, 107 secondary school students, and 99 college education majors support the basic hypothesis of the intuitive model of solving multiplicative problems proposed by E. Fischbein and others (1985) but show that the theory does not account for all the empirical data. (SLD)