Asserts the importance of developing in students an intrinsic valuing of intellectual activities as the firmest basis for sustaining intellectual motivation. Discusses how to develop in students an understanding of what it means to learn and to know, including a movement up the levels of epistemological understanding from realist to evaluativist.…

A four-prong instructional model for intellectual-skills development is described. The four prongs are: familiarization, intra-group problem solving, inter-group problem solving, and individual problem solving. A psychological model of what is to be taught, the triarchic theory of human intelligence, provides the underpinning of the instructional…

Highlights epistemological development of young adults, including the nature of problems commonly confronted by college students, by reporting on an investigation into the epistemic orientation of general education faculty, focusing on their assumptions about typical undergraduates' approaches to reasoning; and discusses implications for…

Addresses the importance of integrating the intellectual and moral education of gifted students. A framework synthesized from the works of Dewey and Guilford explicates basic structural components of the intellectual and moral dimensions of development. Suggestions for facilitating complex learning through complex teaching and the complex…

Discusses problems that educators face in attempting to emphasize high-level cognitive skills in their curriculum. Identifies four elements of informal learning that guide the creation of these skills, through a comparison of the characteristics of formal and informal learning environments. Notes benefits for development of students' conceptual…

The article underlines the necessity for a systematic approach to the development of learning comprehension skills. Through pilot testing, two distinctly different approaches (logical vs. psychological) are compared. Given the results in favor of the psychological approach, questions concerning its implementation and what should follow are raised.…

The author examines the effectiveness of the Inquiry Strategy method which he hypothesizes to be useful in developing an analytical cognitive style. Ninety-two subjects from four, large urban high schools were involved. Forty-two were experimental, having received 2-3 years of Inquiry Strategy exposure in their late elementary or early junior high…

Word formation is seen as receiving too little attention in foreign language teaching; its study increases auditory and reading understanding. Practical suggestions are given for collecting and arranging material, and for analyzing the structure of words. (Text is in German.) (IFS/WGA)

Lecture given before the Annual Conference and Course on Reading (23d, University of Pittsburgh, Pittsburgh, Pa., July 10-21, 1967).

Determined if student questioning skills could be taught within framework of an ongoing chemistry course and if acquisition of these skills depends on high school students' (N=108) level of intellectual development. Results indicate that questioning skills can be acquired by students, regardless of their level of Piagetian intellectual…

With specific attention to appropriate teaching strategies, the author defines a developmental stage theory of children's interest in and psychological uses for knowledge. The four stages are: mythic (up to approximately age 9/10); romantic (ages 9/10 to 15/16); philosophic (ages 14/15 to 20/21); and ironic (adult). (SJL)

Describing key instructional elements in each of Gagne's five categories of learning objectives, this article outlines numerous teaching strategies drawing illustrations from the social studies area. Also outlined are 10 steps to achieve multiple objectives and reduce problems of matching objectives, learning modes, and teaching strategies. (SB)

Explores the tension between passive and active learning among master's degree students working on their teaching certificate in science. Emphasizes the developmental nature of learning and that constructionist pedagogies need to be clearly integrated in university courses, especially those focused on teaching. (EV)

Describes an eight-month study conducted in five day care centers for children of impoverished families, using Gardner's theory of Multiple Intelligences as a framework to train the day care providers and to work with preschool children. Suggests that Gardner's framework is productive for all children, and is particularly applicable to children…