Two issues inhibit full utilization of computer-assisted instruction (CAI). The first of these issues concerns authorship of CAI programs. Should it be left with classroom teachers or given to specially trained instructional design teams? The latter approach is preferable for "mainline" systems (those systems that are specifically designed to…

Numerous mathematical examples are presented which illustrate and raise questions about students' tendencies to overgeneralize. (BB)

Using 198 college students, this study investigated the effects on performance of four variables in a concept-learning task. The variables were (1) passive and active learning; (2) contextual specificity and variability; (3) rule-examples sequences; and (4) near and far transfers as critical outcomes. Results are discussed in terms of the…

Describes a sequence of writing exercises that synthesizes current work on expressive discourse, learning theory, and classical exercises of the kind that are represented in Quintilian's progymnasmata. (HOD)

Discusses inquiry and discovery methods in elementary school science education; emphasizes the importance of teachers knowing whether they are using the inquiry approach and to what extent. Presents a chart listing the steps involved in problem solving, indicating whether a step is teacher- or student-controlled. (BC)

Studies effects of verbal participation during enquiry on achievement among three differently treated groups of four eighth-grade classes each with I.Q. test, reading test, sociometric, and academiometric results taken into account. Indicated the preference of strategies involving more students, particularly more girls, in class discussion. (CC)

Discusses Piaget's and Skinner's approaches to instruction and indicates the possibility of a muddled education system through the superimposition of the new theories on the older ones. (CC)

Discusses a way to teach coherent thought in subjects like history. (Author)

Describes a test designed to measure outcomes of "inquiry" social studies programs in elementary schools. Results indicate that inquiry students, or those whose teachers use inductive methods to encourage active participation in learning, perform better than noninquiry students on tasks requiring higher cognitive processes. (Author/KC)

Traces influences on a university lecturer's choice of teaching method, drawing evidence from his private journal and the work journals of his students. Concludes that the theory-based use of experiential learning is hypocritical and may be promoting false theory. Proposes an alternative discovery approach in which students and lecturers are…

Discusses 12 basic, instructionally relevant learning principles concerned with students' differing needs and capacities, motivated and rewarded learning behaviors, teacher expectations, student learning preferences, and the value of challenging learning opportunities. One way to increase the amount of available teaching time is to teach by…

Described is the generative learning strategy, an approach which encourages pupils to discuss their out-of-school ideas about plant breathing, drinking, wood production, soil, minerals, and leaves, and assist them in linking appropriate ideas together to form an explanation of the origin of plant materials. (CW)

Reviews the research regarding the use of laboratories in the teaching of science. Discusses the traditional process skills and adaptations of the learning cycle. Describes the four distinct characteristics of a Guided Inquiry Laboratory. Thirty-seven references are listed. (CW)

Describes the author's year-long analysis of one student's work to demonstrate her larger and ongoing research process in her classroom, as she investigated whether and how students were taking up the key inquiry-based processes that serve as a foundation for learning across disciplines in her classroom. (SR)