Discusses the use of computer simulations in an instructional context and emphasizes the need for learner support. The SIMULATE project (Simulation Authoring Tools Environment) is described, the concept of intelligent simulation learning environments (ISLEs) is explained, and a conceptual framework for articles included in this issue is presented.…

Reviews recent research related to metacognition and mathematical problem-solving performance. Offers suggestions for classroom activities to teach the skills of metacognition (i.e., plan, monitor, and evaluate thinking) in the context of mathematics. Offers instructor observations and students' self-evaluations about the types of metacognitive…

Attempts to find new ways of seeing the writing and reading and talking of students who are "underprepared." Argues that, if educators are going to develop new ways of understanding students' literacy performances, they have to critically examine their assumptions about students' abilities. (MG)

Discussion of subliminal stimuli focuses on a study of undergraduates that was conducted to determine the feasibility of presenting subliminal information in a passive manner to reinforce the learning process involved in computer-based text editing. The Texas Instruments microcomputers used in the study are described, and further research is…

Describes a 10-stage process approach to teaching technical students "definition." Includes an assignment that encourages the use of the defining process. Discusses advantages of the approach. (PRA)

Asserts that, although computers pose no threat to reading and writing as modes of learning, knowing, and telling, they represent an attack on the Western tradition of textuality. Argues that instructors are needed whose literacy connects them with the orality of the past and bridges their present experience to the textuality of the future. (PRA)

Places the current educational reform movement in a historical context. Maintains that students today are no more ignorant of history than were previous generations. Distinguishes between memory, remembering, and meaning and suggests the application of these categories to the improvement of history instruction. Describes sample exercise. (RW)

Discusses how the visual system operates as an avenue for learning through the intermeshing of its three systems: sensory, motor, and central processing. States that the evaluation of all three systems is vital to the diagnosis of and prescription for poor readers. (MG)

Explains hyper-systems and discusses their role in active learning, presents results from an expert evaluation of current hyper-systems that use HyperCard, and suggests implications for designers of educational hypermedia. System criteria discussed include purpose, domain or content, structure, navigation methods, control mechanisms, and style of…

Considers the effectiveness of using prose modeling in the composition classroom. Studies the differences in response between expert and novice writers who were asked to write essays in an unfamiliar form based on a prose model. Indicates that use of a prose model affects student response. (HB)

A hypothetical classroom discussion of the concepts of force and inertia in an introductory college physics course provides a vehicle for college teachers to examine the teaching and learning process. In the class session, a question-and-answer/discussion session sparked student insight and inquiry. (MSE)

Outcomes are high-quality, culminating demonstrations of significant learning in context. The High Success Network uses the "Demonstration Mountain" to differentiate among three major "learning zones" and six different forms of learning demonstrations that increase in complexity, generalizability, and significance, along with…

One-hundred two undergraduates studied a thematic map and read related text, with the order of presentation varied and half receiving a verbal prime related to the theme. Map-first students recalled more and made more correct inferences. Verbal priming did not affect theme-related recall or inference. (SLD)

Examines arithmetic and algebra knowledge from a cognitive perspective in an effort to determine what constitutes a pre-algebraic level of understanding. Presents results of a longitudinal study designed to investigate students' readiness for algebra. Proposes a model for the transition from arithmetic to pre-algebra to algebra. Contains 29…

Describes a study that assessed cognitive style of 11-year-old pupils from a British primary school through use of the Cognitive Styles Analysis using CD-ROM multimedia packages. Style and aspects of learning performance are considered; gender differences and style are discussed; and further research is suggested. (LRW)