Human beings have tremendous potential to acquire new knowledge, develop new skills, and improve their brains throughout life. By explicitly teaching learners about brain plasticity and malleable intelligence (the idea that they can become functionally smarter through effort) and by modeling and teaching specific learning strategies, teachers can…

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)

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)

Suggests that using Bloom's taxonomy of the six levels of cognitive operations--knowledge, comprehension, application, analysis, synthesis, and evaluation--can help instructors formulate challenging questions which guide students' critical thinking skills. (MM)

This review presents a framework that accommodates static and dynamic approaches to comprehension of students' transfer of knowledge and skill. The review focuses on three sets of variables considered fundamental to students' ability to access intellectual resources in potentially relevant situations: knowledge bases, strategies, and dispositions.…

Examines quantitative models in school physics, looking particularly at the degree to which they match the real world. Explores the positive aspects of a mismatch between models and real world conditions. (DDR)

Shows how box diagrams and AVOW diagrams may be used to solve problems concerning networks of resistors that obey Ohm's Law. Presents outcomes and feedback from students and teachers. Concludes with suggestions as to how these techniques might be incorporated into the teaching of basic circuit theory. (Contains 22 references.) (DDR)

Argues that there are many kinds of understanding and many ways to reach these different understandings. Suggests that this is the reason why articulating general rules that can consistently lead to understanding is difficult. Discusses the relationship between brain structure and learning. (DDR)

Describes how discrepant events can be employed as a viable teaching strategy. Reviews the theory of cognitive dissonance and provides examples and approaches in its resolution. Offers samples of discrepancy events and unexpected situations. (ML)

Presents two teaching ideas for mathematics instruction. The first employs "mind maps" as a method to help students learn, record, and recall mathematical information. Provides examples for solving quadratic equations and complex numbers. The second discusses two ways to find the average speed during a trip employing differing constant…

This document contains lessons designed for teaching geography and map skills to intermediate level students, although many may be adapted to other grade levels. The lessons place heavy reliance on children making a series of individual and collective maps. The 16 lessons included are: (1) mental maps; (2) conventional maps; (3) map elements; (4)…

Lends support to the idea that the quality of the cases used in problem-based learning affects the nature of student learning in this context. Outlines seven principles adapted from research on learning and cognition that can help guide case design. Contains 22 references. (DDR)

Discusses the advantages of using discrepant events in elementary school science classrooms in terms of motivation and problem solving skills. Describes the materials, procedures, and reasons behind five discrepant activities. (YP)