Two experiments involved an intelligent tutoring system for the Carnegie Mellon University Lisp Tutor using production system theories of transfer and analogical problem solving. Results suggested that acquisition of cognitive skills is facilitated by high degrees of metacognition, which includes higher level monitoring of states of knowledge,…

The relationship between phenomenography, an approach to research that aims to identify and describe individuals' qualitatively different experiences, and learning is examined. A number of problems in teaching and learning are then explored from this perspective. It is stressed that students' unique experiences are fundamental to what they learn.…

A discussion of hermeneutics focuses on the central role of language in learning. Four areas of understanding, all realized through language, are identified. It is argued that, with a hermeneutic approach, both cognitive and student-centered approaches to teaching are transcended and fused into a broader conception of understanding. (Author/MSE)

A model of higher education learning and teaching based on systems theory, in which all parts of the teaching-learning context are seen as seeking equilibrium, is proposed. The task of the teacher is seen as achieving good teaching practices that are workable within the existing matrix of systems and subsystems. (Author/MSE)

Discusses the possibilities of using situated learning theory in distance education and describes the instructional design of a course on soil and the environment offered at the Open University of the Netherlands that incorporates situated learning. The use of interactive videodisk is described. (Contains 49 references.) (LRW)

Argues that the way in which schools conduct their business is blocking our educational system from improving at the rate required to meet society's needs. Suggests that educational reformers rethink approaches to school improvement by working within cultural boundaries. Contains 19 references. (DDR)

Describes a tension-to-learn theory of experiential learning and incorporates a motivation construct that is needed to overcome student inertia, which may restrict participation. The theory is based largely on Loewenstein's manageable gap perspective of curiosity as well as on the role that absorptive capacity plays in providing the learner's…

Discusses integration of Lev Vygotsky's theory of the Zone of Proximal Development (ZPD) with the instructional strategy of cooperative learning. ZPD provides a conceptual basis for explaining the five basic tenets of cooperative learning: positive interdependence; face-to-face interaction; individual accountability; small-group and interpersonal…

Makes use of Michael Faraday's ideas on learning, focusing on his attitudes toward the unknowns of science and the development of an attitude that improves scientific decision making. This approach acknowledges that there is an inner struggle involved in facing unknowns. (DDR)

Strongly recommends asking students to reflect on their activities when engaging in or studying science. Encouraging students to ask the kinds of questions that philosophers of science ask actively engages students in the scientific inquiry process. (DDR)

Presents evidence from data on how well five first-grade classes did without any formal instruction showing that if children's numerical reasoning is strong, then formal instruction of missing addends is unnecessary. Explains the findings in light of Piaget's constructivism and discusses educational implications. (ASK)

Presents Jean Piaget's theory of genetic recognition, one of the first constructivist learning theories. Examines critically the relationship of the theory to present-day teaching and learning research, pedagogical practice, and other forms of constructivism. Asserts that one practical application of Piaget's learning theory would be to teach by…

Takes a situated-cognition perspective on learning and cognitive development. Presents a detailed framework that includes operationalizations for levels of situated learning. Contains 31 references. (DDR)

Summarizes the principal arguments and recommendations in the report "Beyond 2000: Science Education for the Future," funded by the Nuffield Foundation. Presents a new vision of science education and offers 10 recommendations for change. (DDR)

Examines the technological transformation of Des Moines Public Schools. Concentrates on the costs, some financial but mostly human and organizational, that emerge as the district implements a program to dramatically increase computer technology use. (DDR)