Summarizes the teaching-learning theory of Piotr Gal'perin and discusses its use in classrooms. Gal'perin extended L. Vygotsky's zone of proximal development to include a teaching-learning model of the formation of mental actions that integrates the notions of mediation, activity, and internalization. (SLD)

Understanding situated learning requires bridging sociocultural and cognitive theories. The reconciliation of cognitive and sociocultural theories provides a basis for accounting for ways situations influence the coconstruction of knowledge. The proposed framework accounts for the complementarily of the two perspectives and shows how arrangements…

A conceptual review of self-regulated learning (SRL) is offered, focusing on SRL as an activity that can be taught. Motivational self-regulation is considered as part of the SRL model, and an intervention aimed at putting the theories of SRL into practice is described. (SLD)

The seven articles of this theme issue bring together recent theoretical work in investigating the kind of conceptual change that occurs in the learning of the physical sciences. How conceptual change occurs and the implications for science instruction are considered. (SLD)

It is argued that cognitive psychology has contributed to advances in learning and instruction not so much because of its original epistemology and implicit theory of learning as because of its methodology. A revised epistemology conceptualizing the mind as a developing biological system will bring new advances in understanding learning. (SLD)

Results of a study involving 107 sixth graders, 107 secondary school students, and 99 college education majors support the basic hypothesis of the intuitive model of solving multiplicative problems proposed by E. Fischbein and others (1985) but show that the theory does not account for all the empirical data. (SLD)