Rote memorization of vocabulary has long been a common way for Chinese students to learn lexical items. Cultural, educational background and traditional teaching practice in China are identified to be the factors that contribute to many students' heavy reliance on memorization as their sole approach to vocabulary learning. In addition to rote…

In mathematics education, there has been tension between deep learning and repetitive learning. Western educators often emphasize the need for students to construct a conceptual understanding of mathematical symbols and rules before they practise the rules (Li, 2006). On the other hand, Chinese learners tend to be oriented towards rote learning…

In this study I examine the construct of aptitude in learning Chinese as a second language (L2) to an advanced level. I test 2 hypotheses: first, that L2 aptitude comprises 4 components--working memory, rote memory, grammatical sensitivity, and phonemic coding ability--and second, that L2 aptitude affects learning both directly and indirectly…

This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking processes, student competencies, and the learning milieu it explains origins and consequences of…

This paper examines two methods to help teachers accomplish learning for all in the classroom: giving effective directions and peg memorization. The paper asserts that giving effective directions may be the most important skill that can be taught to aspiring teachers, and when teachers give effective directions, they give all students a greater…

This paper discusses the implementation of a new e-learning environment that supports non-rote learning of exploratory and inductive statistics within the pedagogical paradigm of social constructivism. The e-learning system is based on a new computational framework that allows us to create an electronic research environment where students are…

Describes one teacher's attempts to move her students from rote learning to reasoning. Elaborates on the use of a standardized multiple-choice test as a basis for evoking students' arguments concerning defensible answers and reasons they are defensible. (JAD)

Examines the six categories that make up the cognitive process dimension of Bloom's Taxonomy Table, as well as the 19 specific cognitive processes that fit within them. After describing three learning outcomes, the paper focuses on retention versus transfer of learning and rote versus meaningful learning, discussing how teaching and assessment can…

The inquiry-focused learning is a process that provokes deeper thinking and investigation and greater student motivation to learn. Inquiry is a process of learning that embraces features such as learning experience, assessment, and questioning thus embodying an educational philosophy that directly responds to the national emphasis on high…

Argues that more attention should be given to teaching students how to learn the rudiments of specific metabolic pathways. This approach describes a unique way of learning the glycolytic pathway in stepwise fashion. The pedagogy involves clear rote components that are connected to a set of generalizations that develop and enhance important…

Education Queensland's New Basics project has extended conceptions of "equity" to incorporate dimensions such as higher order thinking and student control of classroom activity. This requires a critique of the outcomes attained by even high achieving students. It is therefore useful to interrogate professional discourses that shape…

The Higher Order Thinking Skills (HOTS) program uses microcomputers to help high risk students master basic thinking processes, grasp course content, and apply learned information in various problem-solving situations. Specifically, HOTS aids students with metacognition, inference from context, and generalization skills. It also improves…

Proposes that although the past 30 years have seen increasing efforts to make mathematics more relevant and useful, schools continue to fail. Argues that forced rote learning is the direct cause of this failure and that improved teaching methods must be developed. Urges that shifts in methodology be phased in gradually. (TW)