We applied cognitive load theory in an heuristic out-of-school science lesson. The lesson comprises experiments concerning major attributes of NaCl and was designed for 5th to 8th grade students. Our interest focused on whether cognitive load theory provides sufficient guidelines for instructional design in the field of heuristic science…

One classical instructional effect of cognitive load theory (CLT) is the worked-example effect. Although the vast majority of studies have focused on well-structured and algorithmic sub-domains of mathematics or physics, more recent studies have also analyzed learning with examples from complex domains in which only heuristic solution strategies…

Newell and Simon's new theory of thinking is summarized and some educational implications developed. The enaction theory implies that thinking is a skill and should be taught like other skills, by teaching methods of how to perform it. The traditional theory of thinking and its influence are briefly discussed. (Author/MH)

Summarizes research that contrasts the approaches and attitudes of successful and unsuccessful problem solvers. Supplies a categorized list of problem solver characteristics. (RT)

This study sought to determine: (1) what children understand about "chance" when they begin secondary school?; and (2) how common and how influential the use of informal heuristics, approaches, and biases is in their thinking about probability in the school context. Children's understanding of chance, attributions of events to…

Considers research concentrating on the correlation between knowledge structure and learning. Suggests implications of this research to classroom teaching. Cites characteristics of unsuccessful and successful problem solvers. (RT)

A 1986 policy instituted by the Board of Governors of the California Community Colleges calls for strengthening the rigor and academic standards of all college-level courses to be counted toward the associate degree. The policy calls for all courses to promote students' ability to think critically. One of the first difficulties encountered by…

Examines various types of problems that researchers have used to demonstrate problem solving. Focuses on genetics problems. Discusses classes of learning outcomes, conceptual knowledge gains, content-independent heuristics, content-specific procedures, understanding the nature of science and a typology of genetics problems. (CW)