Suggests that teachers become knowledgeable about the effects of Einstellung (pattern seeking in the human mind that results in rigid behavior) and use that knowledge in their teaching practices. (YDS)

Discusses the limitations inherent in workplace learning, suggests how to establish effective interaction between workplace and educational learning, and presents an outline of how learning theory is used in workplace learning. Contains 32 references. (JOW)

Considers how theories of learning can inform the practice of science teaching in formal settings and describes two broad strands of learning theory that have been drawn upon in science education, namely individual and sociocultural views. Shows how aspects of both views can usefully inform understanding of teaching and learning in science in…

Demonstrates the importance of expanding notions of learning beyond knowledge to the practices in mathematics classrooms. Considers a three-year study of students who learned through mathematical modeling. Shows that a modeling approach encouraged the development of a range of important practices in addition to knowledge that were useful in real…

Discusses problems that have arisen between science educators concerning the topic of constructivism. Suggests that knowledge transmission should be viewed as one legitimate and recommendable type of science education in the 21st century. (MVL)

The multisource approach to learning, based on the approach of F. C. Bartlett (1932), is discussed as an introduction to five articles on the approach. The assumptions of simplification by isolation and by integration; and the emphases on the various processes, as opposed to structures, of learning are discussed. (TJH)

A critique of the lead article on the effects of practice distribution on motor learning points out that while this is not a new issue, it brings up some important concerns that are not unique to the practice distribution issue but are problems in any investigation of skill learning. (JD)

Analyzes and defines the concept of "learning climate." Discusses the conceptual models of Biddle and Brookover. Considers the use of observation techniques and surveys to measure learning climate. Reviews research on the relationship between learning climate and the attainment of course and institutional objectives. (DMM)

Interviewed members of semester-long, unstructured small group processes course to identify trainer interventions contributing most to learning. Based on information obtained in interviews, a model was developed which divided trainers' teaching acts into three sequential levels: articulation, legitimation, and connections. (Author/NB)

In this defense of Piagetian constructivism, sociocultural constructivism is critiqued as nihilistic, culturally relative, and dangerous when placed in the context of real science classrooms. (PR)

Develops and represents diagrammatically a holistic model of theories of learning in mathematics education, including transmissive and constructivist views. (45 references) (MKR)

Considers how performance support systems (PSSs) fit within a business training framework with its own ideal training principles and examines what theoretical principles of learning underlie learning with PSSs. Presents a formal model of learning support that maps out current implementations of this class of system, enabling discussion of its role…

Focuses on the contribution of the "Journal for Research in Mathematics Education" to the view of learning and teaching elementary school mathematics embodied in current curricular recommendations for school mathematics. (23 references) (MKR)

Explores and compares the assumptions and nature of four constructivist-related positions in mathematics education: information processing theory, trivial constructivism, radical constructivism, and social constructivism. (19 references) (Author/MKR)

Cognitive research findings depict learning as an active, constructivist, cumulative, and self-regulated process leading to the development of understanding and complex, skilled performance. Nurse educators can use these findings to design courses reflecting complex performance, providing for collaborative learning, encouraging student reflection…