Supports the hypothesis that a student must engage a subject in a manner appropriate to his or her present stage of development if he or she is to advance to the next stage of development. Advocates the practice of having introductory physics students observe physical phenomena while they are manipulating equipment in order to foster cognitive…

Reports on two experiments which question the assumption that semantic processing is superior to nonsemantic processing, and which demonstrate that effective semantic elaboration cannot be equated with the quantity of semantically congrous information. (Author/AM)

The development of numeracy is discussed as being an important aspect of the learning process. (MP)

Four examples of student misunderstandings from algebra and trigonometry are presented, and their implications are discussed. (MP)

The author discusses the impact of the new marginal student population in secondary and postsecondary education, the implications of increased enrollments and the emphasis on basic skills education, and a theory of variation in school achievement. (MF)

Discussion of the TOTE unit, Piaget's research on learning, and the use of conceptual conflict to illustrate the concept of conflict in relation to motivation and its implications for instructional design. Research which indicates that motivation is enhanced by the use of conflict for nonroutine reactions is reviewed. (JEG)

The effects of a prose passage's physical structure and semantic organization upon free recall performance was investigated. Passages, describing characteristics of fictitious countries, contained either five or nine paragraphs of varying lengths. Differences in the distribution of materials interacted with type of semantic organization to produce…

The Lozanov method, a foreign language teaching method that combines yoga, the Mauger direct method, and traditional teaching methods, is discussed briefly. (Author/HP)

Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)

Suggests that, to a large extent, science educators tend to separate epistemology from the content and methodology of science. Questions the appropriateness of this practice. (CP)

In response to the previous article, Whitehurst defends his article on imitation; it is different from Beilin's structural terms, and significant because much is known about imitation. Zimmerman challenges Beilin's interpretation of Piaget's structural assumptions. Brody maintains that children's qualitative changes in moral reasoning are best…

Focusing on performance and learning as two different entities, this article discusses these entities in terms of a simplified learning theory and suggests some implications for educable mentally retarded (EMR) students in industrial arts. The importance of motivation as an essential element in the education of EMR learners is also discussed. (BM)

A discussion about the difficulties involved in Gagne's theory on learning reveals that its problems are its reductionism, its simplistic handling of concepts, and its inability to cope with more than one kind of learning simultaneously. (Author/ND)

The story of the national evaluation of the Follow Through program mirrors the difficulties in trying to evaluate a complex social program that changed its community service orientation to a strategy of planned variation of early childhood programs. (Author/MLF)

Compares results in organic chemistry during the first year in a polytechnic school with a separate survey of sixth-form achievement. The findings are discussed in terms of the implications for post-A-level chemistry, the debate on chemical nomenclature, and the application of Piagetian concepts to chemistry courses. (Author/CP)