Describes a course that uses student-designed laboratory experiments for a one-semester, junior-level physiology course. Discusses advantages and pitfalls of using this methodology. (Author/KHR)

Compares the effects of three different teaching methods: (1) traditional instruction through listening to a lecture, reading, and participating in discussion; (2) instruction with teacher-constructed self-teaching resources; and (3) instruction with student-constructed self-teaching resources. Determines their effectiveness and the time required…

Uses examples of rich tasks that are linked with traditional science curriculum topics to demonstrate how teachers can come to a better understanding of how to teach topics in context, how rich tasks help build student understanding, and what opportunities exist for making connections within and between topics and disciplines. (Author/YDS)

The article briefly describes resources for educators interested in experimenting with learning-styles-based instruction. Included are eight publications for adults, three videotapes, three measures of learning style, four publications for students, two guides for doing homework, four teacher inservice packages, five instructional resources, a…

Argues that little is known about the teaching of writing beyond what good teachers have always known: that some students learn without teachers; that some students learn if they are given simple assignments, have their papers read with respect, and are taught the few simple things that can be demonstrated simply. (RS)

A framework for staff development which focuses on acquisition of pedagogical language is presented as a means to increase teachers' cognitive complexity about the teaching-learning process. The language and concepts found in educational theory and research are key factors in enabling teachers' reflective instructional decision making. (JD)

Summarizes research on inquiry and investigative strategies for teaching laboratory science. Concludes that meaningful laboratory instruction is distinguished by: student engagement in science inquiry processes, student manipulation of experimental materials, and the experiential teaching of specific scientific concepts. (RT)

Examines results of a study using the inquiry method in composition instruction. Findings suggest that writing tasks that engage students in specifiable inquiry strategies should be an important part of every writing curriculum. (RAE)

Describes a rationale which suggests that repetitious activities and motivational techniques should be integrated to produce successful achievement, enhanced perseverance, and positive self-concept. (RS)

A teacher reports on helpful advice she received from a colleague when she started teaching: to teach students in the cognitive mode in which they learn best (auditory, visual, kinesthetic, or tactile). (TE)

Describes two approaches to introducing a novel to elementary students. Maintains that the second approach, which encourages reader response, is more effective than the first, which mandates the learning of 100 new vocabulary words. Describes a discussion technique based on a "discussion web" or map of possibilities that helps students to explore…

A total of 101 students in grades 3, 4, and 5 were given a 3-week course in helping behaviors before being taught math concepts in cooperative-learning groups of 5 to 6 students. Results demonstrated that giving and receiving explanations or other meaningful help were related positively with academic achievement. (MDM)

Compares learning via hypertext courseware and lecture-based teaching. Surveys three groups of students at the University of Kent (England) who were taught by hypertext only, lecture-based teaching only, or hypertext and lecture-based teaching. Results indicate that learning in a hypertext environment is similar to traditional lecture courses.…

Examined how task design influences the effectiveness of peer collaboration in facilitating students' conceptual change in physics. Subjects were 8- to 12-year olds studying heating and cooling. Results showed the general superiority of collaborative tasks that both facilitate critical testing and require rules; task designs deploying one feature…

Applies the four-stage reviewing sequence of Experience, Express, Examine, and Explore to climbing, skiing, expedition, and group adventures to show how the experiences of success, learning a skill, responsibility, and cooperation can be enhanced. Discusses things a leader can do before, during, and after the experience that will reinforce the…