Examines three perspectives on native and second language learning, attempting to integrate ideas from psychology, sociolinguistics, and linguistics into contemporary developments in language pedagogy and syllabus design, and giving special attention to such areas as socialization, self-regulation, and the role of school language programs. (95…

The nature of stimulus and response generalization is discussed, and a number of tasks related to generalization that are commonly taught in early childhood programs are identified. Research evidence concerning generalization is reported, as are recommendations for enhancing generalization. (Author/LB)

College instructors should focus their teaching not only on content but also on how to learn content in the context of particular courses. Students need practice with a variety of learning strategies before they can understand why particular ones are most effective or be helped to improve their efficiency in using them. (Author/MSE)

Similarities in content, methods, sequence, and social context between adult education and cognitive apprenticeship make the latter an appropriate approach for a computer-assisted learning program for adults. (SK)

Questions the theoretical assumption that experiential learning informs in fixed ways for everyone. Suggests a critical look at where we get our theoretical information, as well as at the social parameters that explain reality. Focuses on two aspects of experiential learning not adequately addressed in theory: the embodied location of experience…

Some teachers believe that children will not learn unless they are entertained. However, in "Talented Teenagers: The Roots of Success and Failure," Mihaly Csikszentmihalyi reports that teens are most interested in school when the classes are demanding and they can stretch their brain power. Only entertaining students will prepare them…

Discusses a connectionist, or neural network, model of learning and representation. Argues that the less musical representations are developed, the more listeners refer to nonmusical associations to understand music. Suggests that music education should begin by providing students with tools to deal with music based on experiences already familiar…

Argues that much of the conceptual-change literature does not study change per se, but infers, often from interviews, changes in students' conceptions and discourse during learning. Concludes that what is needed are descriptions of learning trajectories. Contains 17 references. (DDR)

Presents created letters and responses from a character representing an authority to develop ways of teaching what constructivism is and ways to address the obstacles that teachers might face in adapting a mathematics reform and constructivist approach in the classroom. Contains 16 references. (ASK)

Presents the theoretical foundation for discovery learning and argues that it is a version of science in the real world as scientists live it rather than science as calcified in textbooks. (DDR)

Describes a two-semester, problem-based learning in organ-systems physiology course. Employs several types of problems including clinical, laboratory research-based, real-life scenarios, and published research articles. Contains 29 references. (DDR)

Reexamines the assumption that counseling interactions should be face-to-face, whereas other activities of guidance can be supported by the computer. Contends that human relationships will change but not necessarily diminish with computer use. Draws comparisons about ways in which open and distance learning have brought a reexamination of what is…

Presents examples of different approaches that rely on multisensory learning and an element of creative motivational exploration in the conceptual understanding of science. (Author/CCM)

Presents and investigates a theoretical perspective on the development of understandings of mathematical operations with a particular focus on addition. Presents a case study on the development of a young boy and concludes that his attainment of aspects of operation sense supported transitions into algebraic ways of thinking. Contains 46…

Discusses intrinsic motivation and John Dewey's perspectives on aesthetic experiences in relation to "After 3" technology programs, based on experiences with KLICK (Kids Learning in Computer Klubhouses). Highlights include control and theories of motivation and learning; and Dewey's perspectives on the opposite of control in…