Outlines a procedure for teaching writing which helps students learn the content and thinking skills necessary for the reasoning and learning tasks required in the social studies. Sample lessons in a secondary American History course involve students in discussing, reading, problem solving, and synthesizing information. (KC)

In this paper, the key aspects of formal operational thinking and the three kinds of knowledge identified by Piaget are discussed. Eight principles for nontraditional approaches to teaching and student evaluation are outlined. (Author/WI)

Experimental procedures for modification of cognitive impulsivity in handicapped children (including required delay, direct instruction, self-verbalization, differentiation training, modeling, and reinforcement) are reviewed and their respective teaching implications identified. (BD)

Teachers use questioning as a key instructional tool for a number of reasons. Four reasons were highlighted. As well, six major classes of questioning were evaluated. (Author/RK)

Differences between problems in mathematics and problems in other subject matter areas are explored. Problems that explore the potential for application are unique to mathematics and therefore are also discussed. (JT)

Suggests applying questioning strategies based on literal, interpretive, and applied levels to reading assignments. (MKM)

This article reviews recent research studies and experiences relating the learning theories of Ausubel to biology instruction. Also some suggestions are made for future research on the learning of biology. (MR)

A more natural approach to second language teaching in an academic situation is suggested, as follows: (1) The view of communicative competence and language acquisition in academic learning is sketched; (2) Three basic guidelines are discussed; (3) Practical implications of these guidelines with regard to classroom teaching are noted. (CHK)

Describes some of the learning experiences and events occuring in a British Infant School and argues that the teacher is the most important variable in the success of any classroom. (MS)

A short critique of the audiovisual and global structure method as used in university foreign language classes in Belgium with special emphasis on the Spanish program. An important understanding is an articulation of active and passive knowledge as opposed to their separation. (Text is in French.) (AMH)

This article describes a Cognitive Preference Inventory, which translates a compilation of test data into a "cognitive style map" of an individual's learning preferences. A study noted here demonstrates how learning preferences and styles can be coordinated with teaching method for highest language learning achievement. (CHK)

Sets forth educational inferences drawn from a classroom incident involving a first-grade child and her first story writing experience. (FL)

Analysis of errors children make is modeled both with and without computers. Patterns of thinking are traced for a fifth grader, with the discussion focused on getting clues for remedial instruction by analyzing the dialog. (MNS)

Addresses the importance of recognizing the prior knowledge and misconceptions of science educators. Provides perspectives on the nature of knowledge, conceptions of learning, nature of science and of teaching, and the relationship between general principles of learning and teaching. (ML)