Questionnaires assessed preschool teachers' concepts of cognitive development, educational goals for children's cognitive development, and curriculum activities used to foster children's cognitive development. Teachers' goals and activities were more consistent with environmental learning theory than with cognitive development theory or…

Assesses the cognitive consequences of reflective teaching practices compared to inquiry teaching practices on the acquisition and transfer of LOGO computer programming for 2nd- and 5th-grade students. Finds that children that participated in the reflective context developed beliefs about programming practices that were tightly coupled with their…

Explores the nature, importance, and development of child metacognition, arguing for the assisted development of metacognitive awareness in young children. Identifies factors that enhance metacognitive development and thus assist the transfer of learning. Suggests that metateaching strategies can help mediate the metacognitive strategies of…

Discusses convergence between instructional practices suggested by research on achievement motivation and practices promoted in mathematics-instruction reform literature by focusing on fourth- through sixth-grade students (N=624) and their teachers (N=24). Concludes that the instructional practices suggested in the literature of both research…

Evaluates the thinking of third grade students in relation to an instructional program in probability which was informed by a research-based framework that included a description of students' probabilistic thinking. Reveals that overcoming misconceptions in sample space, applying both part-part and part-whole reasoning, and using invented language…

Preschool Pathways to Science (PrePS[C]) is a science and math program for pre-K children that has been developed by a team of developmental psychologists in full collaboration with preschool directors, teachers and other staff. The PrePS[C] approach is rooted in domain-specific theories of development, theories that assume that different areas of…

Students learn important concepts and ways of thinking by building on their own actions and experiences. In much of higher education, the primacy of textbooks and the lectures that accompany them are inconsistent with the nature of student learning. Some students manage to learn despite the problems from this emphasis, but educators can do much…

In the current teaching activities on curriculum, teachers taught all kinds of computer language at the most of the time. Students also focus on a variety of examinations, but the real time to train students' independent software developing skill is very limited. This has resulted in the students only to copy other people's systems design ideas,…

Researchers have noted that technological innovation and advocacy has far outpaced research on how teachers learn to incorporate technologies into their classrooms, perhaps leading to slower integration of technologies into schools. Therefore, the purpose of the study was use cognitive developmental learning theory to examine shifts in preservice…

Many people believe that art education is important, but few can say exactly why. In this book, are the results of the first in-depth research on the "habits of mind" that are instilled by studying art--habits the authors argue that could have positive impacts on student learning across the curriculum. "Studio Thinking" provides art teachers with…

There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video-recorded lessons taught by "successful" teachers…

In dynamical theory, mathematical understanding is considered to be that of a person (or group) of a topic (or problem) in a situation or setting. This paper compares the interactions between the situations and the mathematical understandings of two students by comparing the growth in understanding within a Fibonacci sequence setting in which…

The "epistemological reflection model" of Marcia Baxter Magolda is reviewed, and the implications of her work for the education of college students are considered. Four levels of knowing are postulated by Baxter Magolda; these are "Absolute" knowing, "Transitional" knowing, "Independent" knowing, and…

This paper defines and discusses the term "differentiation" as it is applied in gifted and talented education programs. It begins by describing three components that are most notably associated with differentiation: content (what is being taught); process (how it is being taught); and product (tangible results produced that are based on…

The author examines current techniques used to teach elementary school children how to analyze and compare. Emphasis is placed upon developing these modes of mental activity while teaching biological concepts. (DE)