Suggests incorporating three-phase learning cycle into laboratory teaching to foster formal reasoning skills. Describes five types of laboratories, each of which offers experiences necessary for the initial phase of the learning cycle. Indicates importance of presenting concepts in a way that progresses from concrete to abstract. (JN)

The Mole Concept is a learning cycle (patterned after University of Nebraska-Lincoln's ADAPT model) for the chemical unit "mole." Discusses objectives and activities involved in each phase of the cycle: exploration, invention, and application. Indicates the cycle is superior to traditional lecture-demonstration for teaching the abstract mole…

Learning cycles (exploration, invention, application) are used to introduce general chemistry principles while giving students concrete experiences with descriptive chemistry. Principles taught in the laboratory, laboratory experiments, instructional strategies, and evaluation of the approach are discussed. (Author/JN)

Use of diagrams and three-dimensional aids in teaching laboratory techniques of tooth reduction was evaluated. The visual aids were found to be useful, but little difference was found in the effectiveness of two- and three-dimensional aids, possibly because two-dimensional aids provided step-by-step instructions while three-dimensional models did…

Reviews literature defining the characteristics of the complex puzzle children encounter moving from oral language to print. Illustrates that, by reading their own writing, children discover the precise connection between reading, writing, and language. (HTH)

The effects of a test in contrast with no test on learning and retention were investigated. Also focused upon were the students' feelings when they did or did not have to study and take a test. Results indicate that testing is valuable in the learning process but not popular with students. (Author/GK)

Male student nurses encounter unique conflicts in the nursing education process that can interfere with their learning abilities and ultimately their success. This article examines these conflicts and offers a variety of teaching strategies to combat them. (Author/CT)

Discusses belief that foreign language teachers, with help and cooperation from better language learners, can help less successful students increase their competency. Teachers must take student personality and cognition variables into account. (Author/BK)

Stressing the vast resources available to students living in the country, this article describes a teaching technique for creative writing that includes a structured process in which occurrences are creatively transformed into a finished literary product. (SB)

Curriculum methods and materials need to address the values, individual traits, and learning styles of the handicapped child with racial or ethnic differences. (SBH)

Describes five strategies that foster independent learning of content area vocabulary. (MKM)

In order to ensure the effectiveness of instruction on a new topic, teachers must help students recall prior "prerequisite" learning. The type of learning to be recalled varies with the type of learning outcome expected. (RJG)

There is a current trend toward matching the style of teaching with the cognitive style of the individual student. (JD)

Focusing on the ST-ART shorthand theory presentation method, this article discusses the following principles of language-motor skill acquisition: mental practice, symbol-sound association, verbal mediation, recitation and articulation, hierarchy of habits, overlearning, learner anxiety, sense modality, guided practice, kinesthetic imagery, visual…

Argues that the capacity to read and derive benefit from literature involves an interaction of at least three related abilities--aesthetic reading, reflecting, and problem solving. Offers an inquiry approach to teaching literature as one way to promote student development of these abilities. (RL)