This paper describe the intertwined nature of metacognition and conceptual change and proposes a taxonomy that classifies the types of metacognitive knowledge and activities that are likely to influence the change in students' conceptions. The initial conceptual change model is introduced to provide background and context for the theoretical…

The purpose of the present study was to determine whether individual differences in children's learning of emergent mathematics and literacy skills existed, and, if they did exist, whether they could be predicted from different child/environment characteristics. Eighty-one three- to five-year-old children took pretests, received training at four…

In order for students to experience science as scientists do, they must learn the skills of inquiry. This paper examines inquiry as a way of learning science and presents strategies to promote inquiry in teaching science. A model of progression of inquiry skills from grades K-2 to 3-5 is presented and the skills are aligned with the Massachusetts…

Fourteen third graders were given numerical computation and division-with-remainder (DWR) problems both before and after they were taught the division algorithm in classrooms. Their solutions were examined. The results show that students' initial acquisition of the division algorithm did improve their performance in numerical division computations…

This paper reports the transition of the researcher's teaching before and throughout teaching innovation, including one year traditional teaching (1996) and three years constructivist teaching (1999-2001). Based on the constructivist view of learning, an innovative teaching program was designed and implemented by the author in a university physics…

This study challenged the common phrase "learning to teach" by highlighting the articulations of preservice teachers regarding their understanding of the phrase. It described the ways that one group of preservice teachers defined learning to teach throughout one semester's work in a field-based secondary education course. Data collection…

The knowledge of exponential development, the multiple aspects of social problems, the fast technological advancements and the growing availability of advanced hardware and software are increasing demands on undergraduate engineering education and practice. Therefore, it is imperative that engineering teachers become able to accomplish much more…

This book offers guidance for the development of learning communities at the college level. The book analyzes examples of learning communities at a wide variety of institutions, including research universities, commuter campuses, residential campuses, and four- and two-year institutions. Chapter 1 offers definitions and characteristics of learning…

This book identifies the teacher's role and provides guidance on the motivation of students, teaching strategies, questioning techniques, and the assessment of student learning for effective teaching. Chapters include: (1) "Why Science? What Science?"; (2) "Bringing Children and Science Together"; (3) "The Right Question at the Right Time" (Jos…

Improvement of the student's ability to analyze and solve problems by effectively relating the use of visual aids to the cultivation of capacity for scientific abstraction is discussed. These basic theory courses are based on the dialectical materialistic theory of knowledge and Mao's instruction on the unity of theory and reality.'' (SM)

Author describes two instructive ways of illustrating the principal business of aesthetic education and summarizes the way in which the notion of a form of understanding is dealt with by Dearden. (Author/RK)

This study examined the relationship between arousal and short- versus long-term memory of auditorally presented continuous information as would be experienced in a typical classroom lecture environment. (Author/RK)

Article discussed an instructors' educational reforms and his attempts to develop student individuality. (RK)

Article considered the advantages and the disadvantages of using parents as volunteers in the classroom. (RK)

The present study is concerned with coaction effects on dominant responses in a stylus maze where dominant responses are defined as responses whose probability of occurrence exceeds .50. (Author)