Contends that the analysis of a Nigerian chieftain can offer crucial understanding of contemporary African-American scientists. Uses theoretical frame, methodology, and interpretive strategies of Afrocentric theory. Contains 24 references. (DDR)

A language education professional examines the ways in which constructivism has been applied in the science classroom, and examines several well-known approaches to language teaching that contain elements of constructivism, including the direct method, Total Physical Response, and the Silent Way. Specific ways in which constructivist principles…

Notes that the ecological perspective on observation of learning focuses on the processes of interaction while attempting to unravel them from the inside out. Concludes that this approach requires a new look at basic assumptions about its role in the construction of theory and practice, i.e., evidence of learning will require new ways to document…

Hypothesizes that the structure of a teacher's oral discourse is a factor that influences student learning. Sets out to establish the conceptual and discursive frameworks of three teachers. Contains 17 references. (DDR)

Illustrates how a well-designed curriculum can lead students to construct an unwanted conception. Concludes that the conceptual-change-cum-discourse perspective has the potential to integrate the affordances of both methodological approaches and past empirical accomplishments. Contains 33 references. (DDR)

Provides a neurocomputational account of knowing and learning and grounds situational cognition theory in a neurocomputational model of neuronal activity. Presents the advantages of this theoretical approach. Contains 60 references. (DDR)

Investigates, by conducting individual clinical interviews of 97 children ages 3 to 6, the criteria preschool children use to distinguish members of a class of shapes from other figures, emphasizing identification and descriptions of shapes and reasons for these identifications. Concludes that young children initially form schemas on the basis of…

Probes student views about knowing and learning physics with the Views About Science Survey (VASS). Employs six conceptual dimensions classified into the four distinct profiles of expert, high transitional, low transitional, and folk. Contains 42 references. (DDR)

Investigating 121 learners' experiences with videoconferencing, this study used path analysis to examine the postulates of Moore's Theory of Transactional Distance. A major focus was estimating the effects of the dimensions of dialog, structure, learner autonomy, and transactional distance--the constituent concepts of Moore's theory--on learning…

Outlines theoretical perspectives of neo-Piagetians (Kohlberg, Peel, Labouvie-Vief), synthesizers (Kolb, Biggs, Pascual-Leone), and alternative theorists (Perry, Gilligan). Considers their applicability to adults and the implications for adult and higher education. (SK)

Reports on the analysis of the impact of the first 10 years of the National Curriculum in England and Wales on personal-social education (PSE). Proposes that many indirect processes have led to PSE having a lesser place in schools. The analysis offers some broad pointers for improvement. Identifies conception of improved PSE for 21st-century…

Utilizes a psychological-constructivist perspective to examine the transitions that students make from arithmetic to algebra in the context of problems that, from an expert's perspective, involve the concept of linear inequality. Reports that students who completed a transition to algebra operated at higher levels of reflective abstraction than…

Assesses the cognitive consequences of reflective teaching practices compared to inquiry teaching practices on the acquisition and transfer of LOGO computer programming for 2nd- and 5th-grade students. Finds that children that participated in the reflective context developed beliefs about programming practices that were tightly coupled with their…

Synthesizes the key aspects of Vygotsky's sociocultural theory of learning. Interprets classroom vignettes and child interviews from a first-grade science activity in light of Vygotsky's theory. (Author/CCM)

Suggests the Book Chat model, which emphasizes subject-related, process-oriented learning principles, be adjusted to accommodate two aspects of change in literary practice: the selection of texts for literature programs; and the influence of critical-literacy theory on the way teachers question children about what they read. (NH)