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)

This study explored whether 142 teachers from different academic disciplines possessed different theories of knowledge and different attitudes toward education, and whether those attitudes affected classroom practice. Findings indicated that, on three of four scales used in the study, teachers differed as a function of academic discipline.…

Explores the relevance of hierarchies to information processing. Suggests that participants in all conditions create hierarchical representations as they work, and those in nonlinear conditions use this structure to guide their exploration of the material. An important function of hierarchies may be to define relationships between concepts.…

Information-processing students solving problems in the 1960s and 1970s accepted the tradition of early experimental psychology in concentrating primarily on the study of "knowledge-lean" tasks in which competence can usually be acquired over short periods of learning and experience. In recent years, experts have examined knowledge-rich…

SCALE-UP is an extension of the highly successful IMPEC (Integrated Math, Physics, Engineering, and Chemistry) project, one of North Carolina State's curricular reform efforts undertaken as part of the SUCCEED coalition. The authors utilize the interactive, collaboratively based instruction that worked well in smaller class settings and find ways…

Presents a study designed to explore whether a student's use of the graphing calculator during instruction will affect their concept of function, how students' participation in a conceptual change assignment affects their concept of function, and how the graphing calculator and the conceptual change assignment interact with one another to…

The Enneagram is a model of human consciousness. It describes each of the nine strategies that people adopt to understand the world and others. This guidebook is intended to be used with the video of the same name, which describes the nine perspectives on learning. The book provides a Type-related context to the comments made by the students on…

Reports a study which identified different problem-solving strategies among Hong Kong high school chemistry students. Finds that student experts employed a recognition plus a working forwards strategy, whereas student novices attempted a means-end analysis to create a solution procedure. Comparisons were made with problem-solving in physics. (GG)

Described are the comprehension monitoring abilities of science students when reading science textbooks. The incorrect use of schemata and the limiting influence of metacognitive abilities on the improvement of meaningful learning is discussed. (KR)

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)

Explores whether construction of integrated knowledge structures by students can be stimulated by concept mapping and better visualization of concepts and their interrelationships. Significant effects of concept mapping as an instructional method could not be detected. (Contains 18 references.) (DDR)

This paper considers what physics can offer students, both as physics majors and in other sciences. The recent increases in the technological character of the workplace appear likely to continue, leading to increasing numbers of individuals who should learn something about science. For many of these people, understanding the character of science,…

Reports on a study that addresses the implications of instructional strategies that are used to create cognitive disequilibrations to achieve conceptual change. Discusses several difficulties in the application of such conceptual change strategies. Contains 31 references. (DDR)

Student comments about having time in class to think and solve problems are presented. Stressed are teaching methods which allow students to familiarize themselves with the problem, think about solution processes, work through the solution process, and reflect while solving a problem. (CW)

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)