Reviews the topics of knowledge, understanding, and cognitive skills. Discusses current interpretations of the competence concept (the effective application of available knowledge and skills in a specific context) and the important characteristics of competences. Considers the differences between competences and cognitive skills. (CMK)

A study compared the visuomotor performance and thinking operations of 85 Ethiopian immigrant children in Israel, 60 minority children (Israeli-born Bedouins), and 160 mainstream Israeli children. All groups improved with age, but at different rates, suggesting that cultural context and schooling have an impact on children's cognitive performance.…

Presents a mathematician's reflections on his experiences as a young mathematician in elementary school and at home, including some mathematical moments that sparked his interest in dimensions and mathematical thinking. Also describes his experiences working with K-6 teachers and students. (Contains 17 references.) (ASK)

Presents a theoretical framework based on interviews with undergraduate students and written questionnaires to study how undergraduate students cope with abstract algebra concepts. Indicates that students' responses can be interpreted as a result of reducing the level of abstraction. Examines the theme of reducing abstraction based on three…

Describes the range of processes used by year 3 children engaged in solving non-routine mathematics problems. Discusses how it can be told when children are thinking mathematically. (ASK)

Offers advice to camp professionals on teaching critical thinking skills to staff. Lists components of teaching critical thinking and the characteristics and skills of a critical thinker. Describes staff orientation activities that emphasize critical thinking: role playing in an "if, then" format; discussing developmental stages and needs;…

Characterizes primate and human forms of sociality and cultural transmission, describing the ontogeny of human cultural learning (joint attention, imitative learning, and cognitive representation). Humans share most cognitive skills and knowledge with other primates, but they also possess a species-unique social cognitive adaptation that enables…

Makes a case for why teaching about 'ideas and evidence' requires more attention to the teaching of argument in school science. Outlines various practical methods and strategies of local teachers through which this might be achieved. Explores difficulties and obstacles. (Contains 19 references.) (Author/ASK)

Procedural understanding should be taught to students for an understanding of the 'nature of science'. Considers some of the concepts of evidence that are particularly important to biology, and discusses how and why these ideas could be taught. (Contains 21 references.) (Author/YDS)

Discusses a theory of thinking, learning, and schooling based on developments in biofunctional cognition and the notion that the brain-awareness-mind cycle directly represents the natural course of human reflection. The paper argues that what makes this brain-mind cycle of reflection possible is intuitive self-awareness. Data from an experimental…

Investigates the relationship between evidence, ideas, understanding, reasoning, and exploration during a practical science activity for children aged 8-11. Reports on students' academic achievement on a pendulum activity. (YDS)

This study examined whether attention processing training-II [Sohlberg, M. M., Johnson, L., Paule, L., Raskin, S. A., & Mateer, C. A. (2001). "Attention Process Training-II: A program to address attentional deficits for persons with mild cognitive dysfunction" (2nd ed.). Wake Forest, NC: Lash & Associates.; APT-II], when applied in the context of…

What features of mathematical thinking do students exhibit when they use dynamic software in their problem solving approaches? To what extent does the systematic use of technology favour students' development of problem solving competences? What type of reasoning do students develop as a result of using a particular tool? This study documents…

The language arts classroom is largely about leading students to become literate in their own voices and to see writing as a tool for thinking. I come to know my students through their writing and through class discussions about the texts we read and the texts we write. The challenge of good writing instruction is leading students to view their…

Providing options in perspective helps children understand that history and the social sciences are made up of many different sources and points of view. By incorporating multiple perspectives, teachers provide rich opportunities for children to think like historians, and to use their critical thinking skills in solving the puzzle of how history…