Connectionist models view knowledge as a network of interconnected elements. Explains connectionism and proposes it as an alternative to the classical view of rule-based cognition. Educational and theoretical implications are discussed. (CJS)

The development of B. F. Skinner's theories of behavior and their application in industry are reviewed. Criticisms of Skinner are refuted. (SK)

To mentor, coach, or train someone, the logical starting point is to define what the present behavior of the subject is and then define what the desired behavior will be as a result of some kind of intervention. (Author)

Outlines a theory of collective learning based on Vygotsky's Zone of Proximal Development and on New Social Movements theory. Argues that it is more appropriate than individual learning theories as it describes the relationship between individual and group development and it addresses social justice. (SK)

Discusses Brousseau's work on the theory of didactical situations in mathematics and its applications in mathematics classrooms which do not address the collection of obvious components, but instead discuss phenomena by analyzing knowledge in given situations. Meanings emerge in situations engineered by analyzing a situation and developing an…

Presents a theoretical perspective on organizing learning networks in relation to work processes within organizations. (Author/CCM)

Analysis of conversations in adult vocational education demonstrates how learner, teacher, and text interact to reproduce social practices as learning outcomes. Judgment of whether learning has occurred is based on a match between learners' new discourse practices and those of the evaluator. (SK)

Transformative learning can be conceptualized in emancipatory, cognitive-rational, developmental, and spiritual approaches. Current research is examining transformative learning in groups and organizations, ways to foster it in learners, and ethical considerations for adult educators. (Contains 41 references.) (SK)

Habermas' commitment to deliberative democracy and civil society as the preeminent learning domain can help adult education address the changing world. His view of civil society is a guide to achievement of a learning society that encourages active citizenship, nurtures people-centered work, and fosters commitment to the common good. (SK)

Explores high school biology and the teaching of genetics. The question is asked, Can the use of relevant, meaningful human genetics concepts diminish the number of misconceptions formed between new and existing concepts? Can the application of the Ausubelian learning theory also decrease the acquisition of misconceptions? (SAH)

Explores the goal of cooperative learning to allow students to be more actively involved in the classroom. Cooperative learning is investigated from three angles: positive interdependence, individual accountability, and knowledgeable and skillful teachers. (SAH)

Outlines a theoretical model for accident prevention education that includes four paradigms: humanism, radical humanism, functionalism, and radical functionalism. Applies the model to fishing boat accidents and derives implications for changing the content and processes of prevention education. (SK)

Revisits the basics of Piaget's theory, a psychological theory of intellectual development. Discusses Piaget's theory from the perspective of learning science, especially chemistry. (ASK)

Analyzes Margaret Mead's contributions, focusing on Mead as an anthropologist and educator. It discusses contradictions in her ethnographies and in her work on learning. The paper also discusses her beliefs about the problems of the contemporary United States, particularly her rarely noticed contributions to a theory of learning. (SM)

Research in information-seeking behavior, motivation, critical thinking, and learning theory was explored and compared in a search for possible motivating factors behind students' dependence on television and the Internet for their information needs. The research indicates that only a very small percentage of the general population prefer to learn…