Considers well-structured problems versus ill-structured problems and presents models for how learners solve them, as well as models for designing instruction to support problem-solving skill development. Information processing theories of learning, an emerging theory of ill-structured problem solving, constructivist learning, and situated…

Provides a background and several definitions for the topic of constructivism. Hopes to provide the public with a better understanding of what constructivism is and how it can be used to further successful instructional processes. (MVL)

The literature on organizational learning is dominated by behavioral learning and cognitive learning approaches. The former emphasizes qualitative methods and macro aspects, the latter quantitative methods and micro practices. A case study approach that embodies both qualitative and quantitative is useful for dealing with behavioral and cognitive…

The current notion of lifelong learning in policy and practice is dominated by behaviorist, adaptive accumulation of skills and qualifications. An alternative is reflexive lifelong learning, developed through social learning networks within the context of dislocation and uncertainty. It involves the reflexive practices of metacognitive analysis…

Offers a rationale for increasing attention to learning space design, providing an overview of relevant literature and highlighting implications for learning spaces suggested by modern learning theory. (EV)

Issues that must be addressed to develop a cognitive multisource learning theory for educational research are addressed. It is proposed that a constitutive problem for educational learning theory is the explanation of difficult learning. A unit of analysis, called a "contextual module," is applied to this problem. (TJH)

Argues that learning can be addressed as a discrete topic. Discusses learning styles and barriers to learning. (JOW)

Describes adult learning theory and advocates incorporating the concepts of adult learning theory into a model of educational supervision. (SR)

Contends that the understanding of mathematics education is inadequate because mathematics education research has not focused on the most appropriate objects. Proposes that research should focus less on the players and more on the play itself. (15 references) (MKR)

A model of self-regulated learning is proposed as a structure for analyzing cognitive processes involved in self-regulation and for interpreting findings from disparate research traditions. The model is used to examine recent research on how feedback affects cognitive engagement with tasks and the relationship between engagement and achievement.…

In first study 40 adults over 65 completed the Mental Status Questionnaire; in a second, 134 elderly heart patients completed the Patient Learning Styles Questionnaire. Results showed use of crystallized intelligence enhanced learning. Older subjects preferred structure; authoritarian, expert teaching; and listening to presentations supplemented…

This literature review of aspects of cognitive science (problem solving, metacognition, skill acquisition, situated cognition, and transfer) concludes with six principles for instructional design that enhances cognitive learning. (SK)

Presents a theory of intellectual development in which human development depends on environment, self is autonomous and communal, diversity and dissent are anticipated, emotional intelligence is acknowledged, abstraction is reconceptualized and placed in a dialectic, learning is a reciprocal activity, and classrooms are interactions among…

Explores how colleges and universities are responding to the directives of the Accounting Education Change Commission for introductory accounting classes and whether these classrooms use cooperative learning techniques. (Author/JOW)

Describes an experiment exploring the effectiveness of four teaching methods: formal teaching, guided discovery, free discovery, and play. Concludes that all methods except free discovery are effective as long as memory is emphasized. Includes the tests used for the experiment in four appendices. Relates present results to previous research. (DK)