Five principles of learning for young children with handicaps (functioning below a developmental age of one year) are presented, with descriptions of strategies that can be used to facilitate ascendance to higher levels of cognitive-social-communicative functioning. The principles include frequent adult-child interactions, meaningful context for…

An Assimilative Base Model is presented and related to the improvement of instruction in writing for learning-disabled and other children. The model, based on Piagetian theory, involves three interchange processes: automatic skill development; puzzlement leading to reorganization of relationships; and strategy development leading to enrichment of…

Identifies the unsophisticated assumptions and conjectures, both intuitive and empirical in character, underlying secondary school science students' (n=25) portrayal of scientific knowledge and its production. Structured interview protocols explored not only the students' substantive knowledge base but, perhaps more important, their ability to…

Presents guidelines derived from cognitive and constructivist learning theory and instructional design literature for designing effective hypermedia-based courseware. Topics addressed include the influence of learning theory, hypertext and hypermedia, courseware design factors, learner interaction variables, practice, feedback, learner control,…

Addresses Clark's position that media do not influence learning (EJ 294 173). The need to consider the capabilities of media as they interact with the cognitive and social processes by which knowledge is constructed is posited. This approach is examined within the context of two major media-based projects. Implications for theory, research, and…

Argues that designing aids and tools to perfect the mind is one of the primary goals of educational research. It discusses the need for appropriate theories to design instructional materials and methods and explains why school practices have not changed to reflect advances in the understanding of learning and development. (GLR)

Findings of experimental and qualitative research on construction of science knowledge by students with mild disabilities are reported. Both lines of research indicate these students are able to construct scientific knowledge using scientific methods, positive outcomes are associated with implementation of teacher effectiveness variables, and…

Three activities are presented to assess the level of students' geometric understanding according to van Hiele learning model. The activities--Descriptions, Minimum Properties, and Class Inclusion--are applied to the example of classifying quadrilaterals as squares, rectangles, rhombi, or parallelograms. Implications of this assessment are…

This article examines the relationship between cognitive, instructional and social psychology. It is proposed that all human activity is instructive with self-instructive activity opening the person to the instructive activity of others. The psychologist's job is seen as finding out what can be taught and to whom. (DB)

Describes a six-week summer remedial writing program at the State University of New York at Buffalo, which utilized instructional approaches designed to accommodate students' learning styles. Results on pre- and posttests of essay-writing ability, sentence fluency, and attitudes toward writing revealed improvements in all areas following the…

Asserts that qualitative research methodology represents a fundamental reconceptualization about knowledge, validity, and education. Reviews the history and trends of educational research and argues that it is increasingly legitimate to use qualitative methods. (CFR)

Describes a unit of hands-on activities on the corrosion of iron and steel. The unit uses the learning cycle and the science/technology/society approach. Three activities are presented. (PR)

This study of 72 undergraduates examined whether theories of learning from text may be extended to hypertext and the effectiveness of hypertext on learning. Participants worked with either a highly structured, unstructured, or linear hypertext system. Results indicated that less structured systems promoted more active processing and a deeper level…

Presents an annotated bibliography of educational resources supporting constructivist teaching. Includes books that illustrate active teaching strategies, general works on the philosophical bases for constructivism, guides to teaching strategies and assessment, theme issues of academic journals, and historical perspectives on constructivism. (MJP)

Offers suggestions for teachers who are interested in constructivist principles, but concerned about the classroom management required to accompany creative teaching. Outlines some procedures for achieving this goal. Includes an extensive list of student activities that can assist classroom-management efforts. (MJP)