Described are lay-ideas which may exist about ionizing radiation, the importance of these ideas for risk management, and the relationships between various lay-ideas. Lay-ideas were used to gain a better insight into the problems of learning about ionizing radiation and to construct appropriate teaching materials and strategies. (KR)

Investigated were students' beliefs about the tentativeness of scientific knowledge, various sources of students' beliefs as well as those factors that have altered students' beliefs about science, and the implications of students' beliefs for daily personal and societal decisions. The research methodology and instructional implications are…

Examined is the hypothesis that an important intellectual acquisition during adolescence is the ability to generate arguments that involve reasoning to contradiction. Implication for hypothesis teaching at the elementary grades is discussed. (KR)

Contends that the evaluation of student achievement is the most important function of educational assessment. Proposes a balanced evaluation approach based on four dimensions: (1) cognitive learnings; (2) affective learnings; (3) psychomotor learnings; and (4) behavioral performance. Recommends the use of checklists and evaluation forms. (CFR)

Examines an online searching instructional program for high school seniors from the perspective of several cognitive learning theories and proposes a synthesized approach to applying learning theory to bibliographic instruction. Topics discussed include concept-based teaching; novice versus expert search methods; mental models; cognitive…

Results from 40 high school students on the mathematics subtest of the Scholastic Aptitude Test (SAT) support the prediction that successful students would have more prior knowledge and would be better at defining problems, assembling strategies, and avoiding computational errors. Results are discussed in terms of a cognitive processing model.…

Responses of students in grades K-10 (42 interviewed; 98 written) to 4 common fractions problems were analyzed for iconic mode processes in relationship to concrete symbolic mode development. Concludes that progress in the latter, without development of complementary iconic support, limits both understanding and flexibility in solving problems.…

Describes research which compared the processing loads of mathematical representations and strategies used by (n=3) teachers and (n=29) children aged 5-8 for interpreting subtraction operations represented in numerical form. Some representations and strategies appeared to impose an extra processing load which can interfere with conceptual…

Contends that criticism of progressive pedagogical methods may be creating an ideologically neutral orthodoxy of primary school practice in Great Britain. Expresses caution about this development by defending principles underlying progressive education. Argues for the development of child-centered teaching methods within the National Curriculum.…

Reports on 2 studies of 48 eighth-grade students in which mnemonic devices and strategies were employed. Finds that both regular and learning-disabled students preferred mnemonic instruction to traditional teaching methods. Concludes that mnemonic methods can help improve student learning of historical information. (CFR)

Investigates the impact of macroprocessing and microprocessing strategy instruction on text learning among high school remedial students over a 6-week period. Results indicate that, of 66 students assigned to 1 of 3 treatment groups, the macro-level group exceeded the other 2 groups on comprehension and on immediate and delayed passage recall…

Students (n=40) who had experienced cooperative and individualistic concept-mapping experiences performed significantly better in solving three biological problems than did control students (n=20). No significant differences were found between students who mapped concepts cooperatively and those who mapped individually. There were mixed results…

Contends that metaphorical thinking can help teachers and students construct new contexts for instruction and learning. Describes the use of metaphors as the basis for a preservice elementary social studies education course. (CFR)

Reports on a review of research into the effects of organizational structure on the acquisition of knowledge. Asserts that the opportunity to learn has two dimensions: (1) the amount of exposure; and (2) the quality of exposure. Concludes that teachers and students make decisions about these dimensions, which are affected by inducements and…

Describes criteria for authentic intellectual achievement in social studies, as well as the assessment and instruction tasks necessary to achieve these criteria. Emphasizes the importance of the construction of knowledge, disciplined inquiry, and the development of qualities of reasoning that have value outside school. (MJP)