Peer assessment is increasingly being used as a pedagogical tool in classrooms. Participating in peer assessment may enhance student learning in both cognitive and non-cognitive aspects. In this study, we focused on non-cognitive aspects by performing a meta-analysis to synthesize the effect of peer assessment on students' non-cognitive learning…

The abstractness of the chemistry concept can be understood easily through chemistry learning using multiple representations. This article used the Systematic Literature Review (SLR) method to review eleven articles published from 2012 to 2021 and focused on chemistry learning using various representations. The articles are systematically obtained…

In this paper we examine the development of children's metamemory and provide practical implications of research findings for the classroom. In the first part of the paper we define and discuss the global concept of metacognition, the component processes of metacognition and the importance of each component to children's learning. We…

One of the major trends occurring in the area of task analysis methodology is the development of better methods to analyze cognitive tasks, including new methodologies for analyzing the ways in which knowledge should be structured within a student's head to facilitate given types of performance. The most important trend is the integration of task…

Cognitive performance can be improved through the explicit instruction of strategies that produce good performance. Variations in the ability to access knowledge relevant to specific materials that might affect strategy use, students' perceptions of strategies, and strategy maintenance are considered. (TJH)

This chapter presents a review of the latest research on advance organizers, and provides instructions for constructing and using them. The theoretical background of the advance organizers research is presented, beginning with the work of Ausubel, and this work is related to the writings of Piaget. An outline of advance organizer research is then…

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.…

Suggests that the study of memory needs to be situated within broader conceptual and research contexts. Examines how four contexts accommodate memory phenomena: (1) knowledge; (2) comprehension; (3) context/function; and (4) strategy. Suggests that memories are best examined as knowledge structures resulting from efforts to understand, and that…

There has long been dispute in mathematics between the drill and practice orientation that focuses primarily on memorizing mathematics as meaningless rote algorithms and the approach based on understanding and making creative use of mathematics. This 25-chapter book, based on a 7-year study at the University of Illinois, seeks to explain and…

Reviews research on the physiology of learning, suggesting the development of a new educational model consistent with natural brain development. Considers connected learning a physiological imperative. Discusses ways of using the Natural Human Learning Process (NHLP) in the classroom and the development of an NHLP curriculum unit. (27 citations)…

Discusses the epistemology and typical applications of learning models focusing on practical methods to operationally introduce the distinctive, alloseric models into the educational environment. Alloseric learning models strive to minimize the characteristic resistance that learners typically exhibit when confronted with the need to reorganize or…

Reports on a study of 129 secondary students' cognitive style as related to instructional effectiveness. Finds that graphic and pictorial information improves fact retention. Recommends that teachers and teacher trainers should be aware of students' learning styles and attempt to meet their needs. (CFR)

Identified is research related to concept formation; the chronology of identity and equivalence conservations; the relationship of mental age to performance on number concept tasks; perceptual, attentional, linguistic, and social factors; and the potential use of cognitive developmental criteria as measures of ability for both normal and retarded…

Discussed is a constructivist model of science learning and its possible use in the treatment of science misconceptions. Science learning as conceptual and methodological change is described. (KR)

The technical reports summarized in this paper were prepared as part of a project designed to determine what is known about the teaching of cognitive skills and to formulate questions relating to such teaching for further research. Topics discussed in the 22 reports include the following: (1) teaching thinking; (2) Aristotle's logic; (3) a…