Examined is an explanation of a concept as a theoretical construct in a theory of pedagogy." A taxonomy of mathematical concepts is presented. Then a teaching model utilizing the ideas of teacher moves and teacher strategies is developed. (CT)

Research reported deals with the effects of using negative instances in the teaching of eighth-grade general mathematics on achievement, reasoning ability, perceptual speed, and tendency to overgeneralize. Procedures, data analysis and conclusions are presented. (JG)

Brief training sessions can improve first-graders' performance on double-classification problems. Questions are raised about whether or not the basic intellectual ability underlying performance has also been increased. (WY)

Analyzes effects of different student backgrounds on success in an introductory college biology class. Students with BSCS Yellow Version high school courses were consistently superior to other groups. Results consistent with Ausubel's Theory of learning. (AL)

Experiment compares the effect of equilibration type training to the effects of S-R reinforcement type training in developing weight-conservation concepts in second and third grade pupils. S-R group performed significantly better than control group on initial posttest for conservation of weight. A measure for permanence of the conservation beliefs…

Describes the intellectual development stages ascribed to children by Jean Piaget. Characteristics and examples are given for sensori-motor, preoperational, concrete operational, and formal operational thinking periods. Implications are given for elementary school science education, including (1) formal instruction does not accelerate acquisition…

This study investigated the relationship between conservation of length and impulsive-reflectivity. Kindergarten and first-grade students were administered two conservation of length tasks and an impulsive-reflexive scale. No statistically significant relationship between the two concepts was found. (FL)

Describes general characteristics of enquiry - principle of enquiry, fact, problem, hypothesis, interpretation and outcome. These characteristics of enquiry give rise to five general characteristics of knowledge. (LS)

Describes research on Piaget's theories on the importance of exploration, use of concrete objects, and self-directed learning for children. Relates the concepts of construction and instruction to educational models and teaching roles. (DR)