Using Zahorik's framework, which classifies conceptions of teaching into three categories (science/research, theory/philosophy, and art/craft), this paper reviews different conceptions of second-language instruction prevalent in the English-as-a-Second-Language teaching field. The aim is to shift the focus of discussion from behavior/activity to…

The training of learning strategies with students having academic difficulties is discussed in the context of theory that distinguishes between declarative and procedural knowledge and between inert and useful learning. Explained are effective learning strategies for acquiring useful declarative knowledge, practice strategies for procedural…

A review of relevant cognitive research in mathematics is presented and applied to instructional practice with students with learning disabilities. The review focuses on the role of three principles of curriculum development in facilitating procedural competence in mathematics: the nature of examples, explicitness, and parsimony. (Author/JDD)

Outlines a module developed with the aim of teaching a group of secondary science students several learning strategies which could be transferred into classroom learning. Students demonstrate that knowledge about "elaboration" and the linking of new learning to previous knowledge enhances learning and understanding of scientific concepts.…

Cognitive load theory was explored in 3 conditions among 96 third graders in nonisomorphic analogical transfer (problems do not have identical structures, constraints, and problem spaces). Conditions under which children best adjust the base to the target are discussed, and implications for transfer are reviewed. (SLD)

Merging constructivist learning theory with a scientific literacy emphasis can motivate students while developing valuable skills. In classrooms that incorporate learning theory, knowledge acquisition is a means to an end rather than an end goal. (SK)

Studies children's knowledge as revealed in extended conversations. Describes four types of conversations with young children who are learning science and technology. Contains 22 references. (DDR)

Addresses the relationship between re-integrated, value-centered instructional goals and actual classroom practice in introductory science. Represents the philosophical framework for further discussions on curriculum design and educational objectives. Contains 31 references. (DDR)

Finds that children are naturally generative in their construction of explanations but that they use conceptions in quite complex and fluid ways. Argues that naive conceptions maintain a valuable function. Contains 43 references. (DDR)

Addresses the interface between two scientific disciplines, chemistry and physics, and suggests that learners do not readily integrate their knowledge across such domains. Recommends further research on how demarcations encourage learners. Contains 46 references. (DDR)

Describes a theoretical framework based on cognitive/developmental research. Argues that science learning is a gradual process during which initial conceptual structures based on children's everyday experiences are continually restructured. Contains 46 references. (DDR)

Defines Cascade's model of learning. Evaluates Cascade's model of rule-learning events by analyzing those gleaned from protocols of physics students solving problems and studying examples. Suggests ways that instruction can be improved to increase both the quantity and depth of learning events. (Author/CCM)

Critiques the technologized teaching and learning environments of higher education. Considers the issue of access in relation to learning theory, critical theory, and poststructuralism. Raises questions about embodied nature of teaching and learning and its potential to produce or counter marginalization. (MMU)

Discusses the complexity of chemistry concepts and the identification of instructional barriers in terms of current learning theories. Recommends teaching to improve students' conceptual understanding. Contains 34 references. (WRM)

Discusses Gardner's theory of multiple intelligences (MI) and why it is frequently a topic of discussion among English-as-a-Second-Language educators. The eight intelligences are described, the theoretical bases for MI theory are highlighted, the reasons educators like MI theory are discussed, and a way of developing lesson plans and curricula…