This book is a compilation of tools, techniques and frameworks for use in the field of entrepreneurship and innovation (E&I) education. Developed and honed over the past two decades, these teaching approaches are combined with well-versed practical insight. As professors know all too well, the human brain cannot articulate more than three or…

It remains a challenge for teachers to integrate modeling tasks in everyday mathematics classes. Many studies have been conducted that show the difficulties faced by teachers. One of the challenging aspects in this regard is that of assessment. In the present study, a connection between structures of learners' solution strategies and cognitive…

We report our qualitative study of twenty-four students enrolled in the second-semester of a second-year undergraduate (sophomore-level) organic chemistry course, Organic Two. We asked the research participants to propose the product and electron-pushing mechanism of elementary mechanistic steps in the absence and presence of the corresponding…

The purpose of this paper is to examine some mathemagenic activities that would transform the internal representations of learners' cognitive structure. The paper pointed out that understanding scientific concept involves the learner's role in translating instructive information into internal representation through the use of some mathemagenic…

Problem solving skills and abilities are critical in life and more specifically in the engineering field. Unfortunately, significant numbers of South African students who are accessing higher education lack problem solving skills and this results in poor academic performance jeopardizing their progress especially from first to second year. On the…

Seeking more effective mathematics instruction, this author decided to incorporate Cognitively Guided Instruction (CGI) into first-grade classroom lessons. Students in CGI mathematics classrooms are prompted to use their prior knowledge to solve new problems, establish cognitive structures to which new learning can be connected, and be driven by…

The modeling instruction pedagogy for the teaching of physics has been proven to be quite effective at increasing the conceptual understanding and problem-solving abilities of students to a much greater extent than that of nonmodeling students. Little research has been conducted concerning the cognitive and metacognitive skills that modeling…

Effective teaching should focus on representational change, which is fundamental to learning and education, rather than conceptual change, which involves transformation of theories in science rather than the gradual building of knowledge that occurs in students. This article addresses the question about how to develop more efficient strategies for…

During the last few decades, the author and his colleagues have developed an instructional framework for infusing thinking into content instruction in every subject and at every grade level. In thinking-based learning, teachers explicitly teach students thinking strategies and important habits of mind and then give students opportunities to apply…

Recent research suggests that knowledge is stored in the learner's head as a network of concepts or constructs. Children's mathematical problem-solving strategies become increasingly abstract as they are able to engage in more abstract thinking. An experimental study using an alternative Cognitively Guided Instruction approach is described.…

This paper represents one portion of an ongoing effort to elaborate on pedagogical principles based on structural-developmental (largely Piagetian) theory and research. Here, a concept of "problem structure" is developed as a means for identifying physical factors that contribute to children's ability to apply experimental reasoning.…

Teaching/learning trends include (1) incremental (information explosion); (2) stationary (biology of cognitive processes); and (3) iterative (recurring debates over teaching methods). Effects are externalization of knowledge structures, the importance of "importance," and instructional "enabling," failure of teachers and students to confront real…

A mathematician who has been teaching for 58 years discusses 3 types of knowledge that are subjects for teaching or learning (what, how, and why) and why teaching must include problem solving or the use of the Socratic, Moore, or discovery method. (MKR)

An appreciation of the relationship between novice and expert knowledge frameworks may help develop an understanding of the process of transition from one to the other. Recommends the use of concept mapping. (DDR)

Presents a conceptual foundation for using concept mapping as a cognitive learning strategy and as a method for assessing structural knowledge; reviews the growing body of research related to both applications. Describes some of the conceptual and empirical limitations of concept mapping. (Author/AEF)