To foster lifelong learning, accounting teachers should focus on developing critical thinking skills. Strategies include creating a climate of inquiry, encouraging divergent thinking, providing feedback, focusing on process not content, and designing evaluations that reflect higher order problem solving. (SK)

Describes the development of an authentic assessment model identifying 14 complex thinking processes. Two teachers designed a task allowing high school students to demonstrate their biotechnological knowledge and simultaneously deploy a complex thinking process (decision making). This model required students to synthesize and integrate what they…

Discusses the process of generalization. Illustrates the process by generalizing the classic problem of how a farmer can get a fox, a goose, and a bag of corn across a river in a boat that is large enough only for him and one of the three items. (MDH)

Describes the process by which 19 students aged 8 to 13 years were chosen to be reporters at the Democratic National Convention in Atlanta. (MG)

Mystery literature is proposed as a component of futures studies curriculum for gifted students. The article describes similarities between the behaviors of a detective and a critical thinker, the tools of futurists such as the futures wheel, and the use of such topics as computer crime and extraterrestrial life to challenge students' thinking…

To link theory and practice and enhance preservice teachers' recognition of significant classroom events, researchers introduced an interactive videodisk program into preservice education. The project was based on situated cognition, anchored instruction, and reflective judgment. Pretests/posttests, student logs, and student interviews indicated…

Differences in students' (aged 12-14) construction and analysis of mathematical algorithms may be explained by the differences between predicative and functional cognitive structures. Analyzes the central role of internal and external representations and the characteristics of each. Discusses prototypical research design and development of a…

A critical evaluation of the use of stochastic independence in psychological research is provided, considering (1) confirming the null hypothesis; (2) power of the statistical test; (3) Simpson's paradox; and (4) between-subjects and within-subject correlations. The importance of formal models in studying (in)dependence is emphasized. (SLD)

This study investigated conditions for optimizing college students' analogical problem solving. Students given pictorial (not verbal) representations of solutions to source problems were better problem solvers, as were students given a longer time. Students who derived personal solution principles to source problems were not superior to students…

Focuses on one cognitive strategy, metacognition, and describes the success of this strategy with students of varying ages and abilities. Provides a six-step model for implementing strategy instruction in the classroom. (RS)

Explores dynamic modeling as an opportunity for students to think about the science content they are learning. Concludes that creating dynamic models has great potential for use in classrooms to engage students in analysis, relational reasoning, and synthesis. Contains 21 references. (DDR)

Investigates a taxonomy of seven proposed responses to anomalous data. Concludes that one additional type of data is needed in the taxonomy. Suggests that the taxonomy can be used as a framework to guide classroom discussion. Contains 57 references. (DDR)

Proposes looking at the percent symbol (%) as an operator, which means to divide any number in front of it by 100. Stresses the importance of using correct words to describe the numbers generated in percent calculations. Explains how to (1) calculate percent using equivalent fractions; (2) divide fraction numerators by denominators, retaining the…

Explains how to teach students to select information from sources without copying sentences verbatim. This use of information is related to one step in the Big6 information problem-solving process, a high-level task that requires students to evaluate content in relation to a topic or question. (LRW)

Reports on the effects of a problem-solving-based instructional model on earth science students' (n=172) achievement and alternative frameworks. Results revealed that the problem-solving-based instructional model significantly improved the achievement of students, especially at the application level. Students in the treatment group experienced…