Discusses students' perceptions of using writing as a component of their science learning. Results, collected over four years, are organized to include students' perceptions of writing in science, learning, ownership, purpose, and science. These results are then discussed in terms of students' developing metacognition and epistemologies of…

Provides a brief historical reconstruction of management communication in Italian companies. Suggests that dealing with communication technologies, communication professionals, and intercultural communication represent three future challenges. (NH)

People experience mental incongruity when there is a discrepancy between a standard and their own experience of a situation or behavior. The influence of adolescents' standards and mental incongruity on the development of their identity (N=706) was studied in both work and relational domains using structural equation models. (Author/EMK)

Tests competing hypotheses about the relationship between general political orientation and differences in cognitive functioning. Finds that a direct relationship between right-wing orientation and closed cognitive constructs best fits the data. Notes that these findings contradict other recent studies that support a curvilinear relationship…

Compared the effects of constructivist instruction and instruction based on texts and demonstration on third-graders' conceptualization of force. Found that constructivist instruction was more effective. Patterns of reasoning related to force were identified in levels of conceptualization. (JPB)

Emphasizes the benefits of cooperation between researchers in developing a comprehensive model of cognitive development that considers the constraints of human brain structures and the interplay of general laws of development and individual differences in developmental pathways within the context of social and cultural environments. (Author)

Lists nine strategies that help students move from being an "unreflective thinker" to a "master thinker," discussing in detail the last five strategies: reshaping character; dealing with egocentrism; redefining the way to see things; getting in touch with emotions; and analyzing group influences on life. (PGS)

Determines teachers' conceptions of evolutionary theory using the technique of concept mapping. Discusses the methodology, the survey items, and concept map features. Makes specific recommendations for the teaching of evolution. (Contains 32 references.) (DDR)

Reports on the field of experimental economics and speculates about why we value fairness and cooperation over the seemingly more rational selfishness. Illustrates a typical decision making situation using the Ultimatum game. (DDR)

Introduces the ideas of "distal" knowledge of the nature of science and "proximal" knowledge of the nature of science. Suggests that viewing these two kinds of knowledge structures within modern information processing frameworks that delineate roles of epistemological and metacognitive knowledge in learning should guide future research. (Contains…

Looks at the notion made popular in the 1960's by Paul Hirst and Richard Peters that knowledge is intrinsic to the educational enterprise. Suggests that the acquisition of knowledge remains the primary justification for educational experiences, and proposes a concept of knowledge as "rationality's database". (Contains 16 references.) (NB)

Describes a science methods course for elementary education majors in which students investigated the phases of the moon. Concludes that students did not make direct connections between their science learning activities and the nature of science. Provides a set of recommendations related to the nature of science and moon study. (Contains 27…

Presents the results of a two-year project to implement recommendations for reform of college-level introductory science courses. Studies student reactions in a course required for biology majors and concludes that critical thinking skills can be successfully integrated with the study of process in science. (Contains 30 references.) (DDR)

Presents a series of standard demonstrations as examples of activities that can be used to introduce multiple concepts and tie different sections of an introductory physics course together. Contributes to changes in classroom dynamics by stimulating student engagement and encouraging inclusivity. (Contains 23 references.) (DDR)

Describes trends in students' explanations of biological change in organisms. Student responses to questions on how graphically depicted phenomena occur were analyzed and most students were unable to offer causal explanations. (Contains 27 references.) (DDR)