Describes a strategy for sustaining student attention and systematic information processing in a college-level psychology class. Outlines how absurdities are embedded in daily instruction for students to detect. Maintains that student interest and discussion levels were increased by this approach. (CFR)

Forty-seven elementary and middle school students, most with learning disabilities, used a computer-assisted instruction program which rapidly presented seven pieces of information or one which cumulatively presented smaller information "chunks." Both groups worked to mastery level successfully, but the cumulative group spent one-third…

Explored the nature of a seventh grade teacher's reflections on instruction during university seminars and in her classroom. Analyzes three major orientations that guided the teacher's reflections regarding instructional improvement. Described the ways that the teacher expressed "new comprehension" of teaching and the ways that this new…

Discussed are the implications of the three main stages of conceptual change--"awareness, disequilibrium, and reformulating"--on misconceptions of grade 10 students in Israel. The difficulties and problems encountered with the procedure are included. (KR)

Argues that videotaped versions of feature films can enhance students' understanding of sociological topics. Describes the use of two films, "The Milagro Beanfield War" and "Roger and Me." Includes two analysis sheets that students complete as an assignment for each film. (CFR)

Presents an action-oriented research account of higher-order cognitive skills (HOCS)-oriented teaching of organic chemistry to freshman and sophomore science majors in small and large classes at a relatively small and large university respectively. Finds that inquiry-oriented class discussions, students' active involvement in the learning process,…

Analyzes a teaching episode to determine how a conflict is perceived and overcome by students as a result of verbal interaction between the teacher and the students. Discusses the particulate nature of matter with students aged 15-16 after observing a glass of water containing a rock and an ice cube. (Contains 25 references.) (Author/YDS)

The thinking process does not always start with problem situations that produce cognitive conflict, and the confrontation of students' misconceptions is not always successful as a teaching approach. Contends that curiosity and mystery appear to excite human thinking and could therefore be considered to be the starting point in science teaching and…

Research on students' causal reasoning was used to design a sequence for teaching electricity. Students' responses suggest that several students, when they construct microscopic mechanisms to explain electrical phenomena, may envision transient states and employ a specific type of causal chain--the iterative one--in addition to simple and linear…

Examines the issue of help devices for students in hypermedia environments according to the learning context and cognitive processes involved. Describes three main types of learning situations--learning-by-doing, learning-by-instruction, learning-by-exploring--and explores the main cognitive processes involved in them. Discusses specific types of…

Presents five training strategies that are supported by modern theories of learning and cognition working in tandem with technology: (1) give working memory a break; (2) train in smaller chunks; (3) learning in location; (4) vary the information; (5) get real--interactivity. Includes a table that lists the cognitive strategies and their…

Based on current knowledge about cognitive processes, this article presents strategies for preparing the learner, managing the environment to motivate students, gaining and keeping learner attention, and increasing memory and recall by making learning personally relevant to students. Resources are listed for brain-based teaching and learning. (CR)

Discusses the use of problem-solving activities in elementary-level science lessons. Sample activities include "Sparkling Christmas Presents,""Who Left the Message?," and "Parachute Descent". (WRM)

Describes the use of an intervention stressing the metacognitive, regulatory, and strategic aspects of knowledge co-construction. Finds that eighth grade students who received the intervention gained in metacognitive knowledge about collaborative reasoning and ability to articulate their collaborative reasoning processes compared to students in…

This paper summarizes the results of an investigation into whether women and men have different (concrete and abstract) styles of programming, and whether the standard computing curriculum is therefore biased against women. The theory underpinning the hypothesis is critically reviewed in practical programming contexts. A concrete means of testing…