Asserts that metacognition is one of the most important developments in the contemporary study of learning. Proposes a theoretical analysis of a number of interrelated issues with regard to their importance for metacognition. Focuses on strategy selection in light of the impasse-based theories of problem solving. (CFR)

Discusses research that examined the effects of melodic content and performance tempo on the ability of university music majors to perform previously learned music passages in new settings. Finds tempo accuracy and pitch accuracy were adversely affected by differences between originally learned tempo and tempi at which works were later performed.…

Proposes a theoretical framework for including higher order thinking and problem solving in vocational education. Reviews recent theories of advanced learning, addressing the brain's role in constructing meaning, contextualized learning, and flexible cognition theory. Considers the applicability of hypertext and multimedia for learning complex…

Considers adult education within the more general cultural-theoretical framework of societal institutions. Asserts that special features of adult education may prevent complete analysis of the field. Focuses on the boundary areas typical of adult education rather than on traditional areas that are rapidly changing. (CFR)

A theoretical perspective on learning based on the work of L.S. Vygotsky is used in an analysis of interventions made by 15 teachers in the computer-based activities of their 50 5- to 12-year-old students. Usefulness of the perspective is evaluated, and implications for developing computer-based activities are discussed. (SLD)

Reviews four perspectives that education and school reform writings fall into: technological, psychological, ideological, and sociological. Provides suggestions and recommendations to educators wishing to launch school reform initiatives grounded in the template of the perspectives. (AEF)

Describes the development of a simulation-based intelligent tutoring system for nurses working in a surgical intensive care unit. Highlights include situative learning theories and models of instruction, modeling expertise, complex decision making, linking theories of learning to the design of computer-based learning environments, cognitive task…

Uses case studies of students to outline the theories related to cognitive development and different ways of understanding what knowledge is. Organizes four sets of concepts: (1) the construct of intelligence; (2) different ways of knowing; (3) the nature of constructivism; and (4) the active, strategic process of learning. Contains 19 references.…

Presents an unconventional assessment in the form of a card game for use in evaluating student understanding of severe weather-related concepts. Discusses the theory behind using educational games for instruction and assessment. (DDR)

Presents a theory of learning in science based on students deriving conceptual linkages among multiple models which represent physical phenomena at different levels of abstraction. Finds that high school students who were exposed to derivational links among three models for basic electricity performed better when solving both qualitative and…

Focuses on various technological tools that support online learning: e-mail (voice mail); online discussion groups; online resources; CD-ROM; online courseware; asynchronous communication; synchronous communication; and World Wide Web. Analyzes the attributes of online delivery systems, addressing interactivity and feedback; media features;…

Explains a leaf project on the classification of plants for fifth through eighth grade students. Integrates technology into the unit and studies the subject as an electronic file. Recommends incorporation of metacognitive strategies into students' learning processes. (YDS)

Attempts to find connections and bridges between social constructivism and Piagetian constructivism so that both may be enriched, to the benefit of science teaching. (Contains 95 references.) (Author/WRM)

Suggests that this book helps early childhood educators make sense of postmodern theory. Notes that the authors are optimistic that early childhood educators can make radical changes at all levels of their profession and meet the demands of a complex world and its need for multiple perspectives. (DLH)

Describes a Conceptual Understanding Procedure (CUP) designed to improve students' understanding of difficult concepts in senior secondary physics. CUPs are based on a constructivist view of learning, target individual students' ideas, and use cooperative learning. Though designed in a physics context, CUPs have equal applicability in other…