Modeling is a core practice in science and a central part of scientific literacy. We present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners. We define scientific modeling as including the elements of the practice (constructing, using,…

A minimal heuristic model of human memory storage and retrievel is outlined in which there is no self-organizing ability, and in which retrieval processes are undirected in that they do not vary with the nature of information sought. The model is applied to a variety of phenomena in human learning, forgetting and retrieval. (RC)

The inquiry approach to learning and teaching is explored rather thoroughly in this article. Although it relates the concept to social studies, readers will find that its meaningfulness extends further since most of the new curricula in science and mathematics recommend the inquiry approach. (Editor)

This paper describes three models of brain function, each of which contributes to an integrated understanding of human learning. The first model, the up-and-down model, emphasizes the interconnection between brain structures and functions, and argues that since physiological, emotional, and cognitive responses are inseparable, the learning context…

Human knowledge consists of schemata based on the specialized procedures used to interpret events in the environment. New schemata are created by modifying models of existing schemata, i.e., learning by analogy. This means that a new situation will be interpreted in accordance with the schema most similar to it in the learner's repertoire. If the…

Several studies have suggested that students working in groups with computer-assisted instruction (CAI) learn equally as well as students who work alone. Since one advantage of CAI is its ability to individualize and thereby improve instruction, some explanation is needed as to how equivalent learning can be effected in groups. A model of…

In view of the apparent complexity and dynamism of the learner, only a systems approach to learning processes can provide a viable and practical frame of reference within which to conduct educational research. There are fundamental weaknesses in the current cybernetic model of learning, and therefore, it is useful to consider the learner as an…

Four types of fundamental structures are briefly described and illustrated: the learning hierarchy, the procedural hierarchy, the taxonomy, and the model. Then a theoretical framework is presented for classifying types of subject matter content, and some implications of these content classifications are discussed. (VT)

This study confirmed two general predictions: (1) the model contributes to new learning; and (2) neither the model nor reinforcement of the model adds significantly to motivation, beyond the effect that can be attributed to reinforcement of the subject himself. (Author/CG)

A brief overview of research into learning and instruction is followed by a list of nine principles of learning and their implications for instruction. Four divergent examples of "reconceptualized content" are then presented as models to illustrate how individual content elements of instruction belong in a whole system. (EAO)

Performance of mildly mentally retarded and nonretarded persons was compared in two experiments designed to identify processes of auditory sensory memory. A theoretical model was proposed to incorporate the current pattern of results. (Author)

The Relational Thinking Style (RTS) identifies five generic learning styles: transient, digital, multi-digital, multi-relational, and meta-relational. (Author/MLF)

Two experiments were conducted to examine children's generality of imitative learning by measuring its transfer to other nonimitative performance conditions. Subjects in the first experiment were 14 children (mean age 8.5 years) from the Los Angeles County-University of Southern California Medical Center's Children's Psychiatric Out-Patient…

Discusses the use of mental models to build bridges between three models of instructional design that are described and thus provide a more powerful foundation: one that stresses learning outcomes in knowledge structures; one that focuses on learning processes; and one that focuses on real-life task performance and strategies for authentic…