Examines the concept of the cognitively active learner and discusses the following categories of learning strategies: rehearsal, elaboration, organization, comprehension monitoring, and affective. (NKA)

Asserts that students' inaccurate prior knowledge in science can hinder the learning process. Presents instructional strategies for elementary and secondary school students that have been proved effective by research, such as augmented activation activities, refutational text, nonrefutational text, and the discussion web. (PRA)

Presents three types of simple events knowledge models: (1) a simple list of events; (2) a list of cause-effect sequences; and (3) a list of events that describe a problem and its solution. (SR)

Defines and describes the processes by which students acquire new knowledge: accretion, tuning, and restructuring. Relates these processes to knowledge models presented in earlier columns. Discusses extension activities. (RS)

Considers event phenomena and how such phenomena might be understood in terms of process knowledge models. Presents the step and stage process knowledge model, the classification process knowledge model, and the conditional process knowledge model. (SR)

Provides a report of the obstacles faced by adult basic education students, and describes educators' lack of concrete knowledge about adult learning processes and appropriate instructional programs. (Author/KS)

Teachers of adults must be aware of the significant differences between adults' and childrens' orientations to learning. (Author)

Discusses helping students understand cases and classes through knowledge modeling. Discusses classification and human cognition, and classification and pictorial knowledge models. Provides classroom extension activities. (SR)

Describes a highly effective reading program that focuses on learning strategies and the thinking process. (RB)

Describes five strategies that foster independent learning of content area vocabulary. (MKM)

Describes how a high school English teacher helped her students learn about background knowledge, organization, metacognition, discussion, and writing by experimentally investigating their own learning. Notes that this approach helped students feel more ownership in their work and in their own knowledge about learning. (SR)

A review of recent ERIC materials concerned with textbooks, prose learning, and learning strategies, to determine factors that contribute to learning from textbooks. (DD)

Introduces the notetaking system for learning, designed to help high school and college students prepare for objective and essay tests. (RB)

Discusses how student journals can help teachers and students identify behaviors and attitudes that affect study skills and college work. (AEA)

Describes how a teacher-researcher used knowledge modeling as a basis for assessing students' knowledge. Discusses how the scoring template was created and how the students' recollections were scored. Finds that students with no prior knowledge of a subject were at a disadvantage in the classroom. (PRA)