How to facilitate learning by novices (students) on their road to expertise has attracted the attention of a vast number of researchers in cognitive and educational psychology as well in the field of learning and instruction. Although many studies have investigated the phenomenon of expertise development, the implications of the findings for…

Socioconstructivism has been established as a prominent and intriguing learning theory, and consequently, pedagogical practice. This study focused on the introduction of constructivist pedagogy to secondary social studies pre-service teachers. Students' engagement with each other and the course instructor was a primary concern to mitigate student…

Context is identified as an important factor when considering the learning of informal statistical inferential reasoning, but research in this area is very limited. This small exploratory study in one grade 10 (14 year olds) classroom seeks to learn more about the role context plays in learners' inferential reasoning, where both teacher and…

This article addresses the myriad of pedagogical and andragogical issues facing university educators in the student learning process. It briefly explores the proliferation of learning theories in an attempt to develop awareness among faculty who teach at the university/college levels that not all theories of learning apply to the adult learner. In…

Lave and Wenger have greatly influenced existing views of learning and teaching, but relatively little has been written about the implications for the understanding of teacher behavior and teacher learning, and for the pedagogy of teacher education. Based on their work, a three-level model of learning is used to analyze the friction between…

This paper examines the relationship among behaviorism, constructivism and Socratic pedagogy. Specifically, it asks if a Socratic educator can be a constructivist or a behaviorist. In the first part of the paper, each learning theory, as it relates to the Socratic project, is explained. In the last section, the question of whether or not a…

Three different strategies of choosing items for presentation in a simple list learning situation are compared. The instructional task was to teach the correct response to a number of stimulus items, using a paired-associate teaching procedure. Only one item could be presented on a given trial and the total number of trials was limited. The…

The focus of this discussion is on the providing of educational experiences which will help students develop skills at various levels of learning awareness. Examples of different levels and the skills associated with them are presented. (JP)

A 2x3x2 factorial design was used to study the effects of sex, verbalization of concepts by students, and information supplied by other students" or teachers" or performance in a multiple classification seriation task by fourth grade students. There was a significant interaction of sex and information source. (AL)

The purpose of this paper is to open lines of thinking about discovery learning not tried before. This effort is a strident attempt to establish new insights and outlooks that will improve the language, theory, and practices connected with this teaching method. (Author/MK)

Grade nine students (n=116) were assigned to five different algebra word problem test versions: textbook, student, pictorial, textbook plus pictorial, and student plus pictorial versions. Analysis by IQ levels yielded results different from those obtained in previous studies. (JP)

A point-by-point criticism is made of F. H. Flynn's article, The Case for Homogeneous Sets in Mathematics'' (Mathematics in School, Volume 1 Number 2, 1972) in an attempt to show that the arguments used in trying to justify homogeneous grouping in mathematics are invalid. (Editor/DT)

THE THEORY AND THE RESEARCH RELEVANT TO INSTRUCTIONAL DESIGN ARE DISCUSSED IN THIS PAPER, A CHAPTER FROM THE 65TH YEARBOOK OF THE NATIONAL SOCIETY FOR THE STUDY OF EDUCATION, PART II. GENERALIZATION, CONCEPT FORMATION, AND "PROCESS" OBJECTIVES ARE DISCUSSED IN A SECTION DEVOTED TO THE ANALYSIS OF SUBJECT-MATTER OBJECTIVES OF INSTRUCTION.…

The author argues that the input-output model of learning is inadequate for those who believe education is to produce persons who can solve problems in a particular area. He suggests that the act of learning be examined rather than the products of an educational experience. Piaget's mental-structures model of learning is then discussed along with…