Expands the description of the teaching-learning process to a teaching-studying-learning process that emphasizes the active role of the student. Suggests that interaction is the central concept in this process and considers direct and indirect interaction. (SLD)

Describes a study within the framework of an undergraduate course in teaching skills and strategies. Provides an opportunity for students to learn a mathematical topic through teaching it to eighth grade pupils in the Learning Through Teaching (LTT) environment. Focuses on the development of students' understanding of line symmetry. Indicates that…

The conception of knowledge was studied for 213 14- and 15-year-old students in Singapore and their 37 teachers and 96 students in the United States, with their 10 teachers. Cultural differences, including those in epistemological frameworks, are discussed, and their implications for education considered. (SLD)

Results of five experiments involving 334 college students produce evidence suggesting that participants induce a coherent representation of the structure of a task, a relational schema, and no evidence was found for configural or nonstructural learning theories. (SLD)

The implications of three concepts from cognitive science for understanding of cognitive development are reviewed. These are (1) learning (and induction), (2) analogy, and (3) capacity. A model of analogical reasoning is discussed that specifies changes in representations over age that explain phenomena previously thought to be stage-related. (SLD)

Evaluated the contribution of rule, exemplar, fragment, and episodic knowledge in artificial grammar learning using memorization versus hypothesis testing training tasks in 5 experiments involving a total of 163 college students. There was no evidence that memorization led to abstraction of rules or encoding of whole exemplars. Results support an…

Describes some examples of recent developments in new information technology learning environments that have been enhanced by the contributions of educational developers at several Australian universities. Proposes pedagogically informed principles to guide the development of on-campus teaching and learning environments that may feature the use of…

Describes the centennial feature of this journal in which each month the history of the journal unfolds with a description of how the particular topic has been espoused across the long period of the journal's history. Focuses on intellectual independence as a persistent theme in the literature of science education. (Contains 24 references.) (ASK)

Effects that a creativity training program would have on divergent production subtests of the Structure-of-Intellect Learning Abilities Test were studied with 27 college students receiving training and 29 comparisons. Training appeared effective in increasing the production of units but not the production of relations or transformations. (SLD)

Argues that the limited resources with which organisms start their development make possible certain kinds of learning which otherwise would be highly problematical. Discusses limitations of the cognitive structure of the organism, learning, and its problems in connectionism. Maintains that the knowledge gained from efforts to overcome problems…

Comments on Raftopoulos article (PS 528 649) on facilitative effect of cognitive limitation in development and connectionist models. Argues that the use of neural networks within an "Artificial Life" perspective can more effectively contribute to the study of the role of cognitive limitations in development and their genetic basis than…

Investigates from students', professors', and researchers' perspectives the effects of a reform-based introductory undergraduate mathematics course and the efforts of a mathematics professor to teach such a course. Indicates that teacher candidates and the professor took an important step toward enculturation into a reform-based vision of…

Increasing availability of technology in schools means that more teachers will have the potential to implement student-centered, inquiry-based approaches to learning. Assessing what each student knows in a broad subject area is difficult. Describes methods to address this problem including tests and reliability. (Author/SAH)

Provides a brief overview of cognitive research findings from the last 25 years pertinent to the teaching and learning of physics. Discusses the implications of this research both for structuring the training of prospective physics instructors and for reforming physics instruction. (Contains 40 references.) (Author/ASK)

Discusses the evolution of science through historical accounts. History should become an integral part of science teaching at all levels as it is through history of science that students can become aware of the open nature of science, and more importantly, of the open nature of methods by which science can be done. (Author/SAH)