Attempts to determine the relationship between elementary school teachers' theoretical educational framework and a formal methods course in teaching elementary school science. The initially logically consistent student teachers did not show any change as a result of having the course. The group which had not been logically consistent initially did…

Study attempted to specify two complementary aspects of children's inferential size judgments within the context of Piaget's theory. (Authors)

The theme of the article was to show how children acquire logical structures. Following up these studies on logical structure, another study attempted to ascertain if skills could be learned at times other than when spontaneously acquired. The results showed that the children need help in solving the problems posed. Another method of heuristic…

Shows that, contrary to Piagetian Theory, formal thought in a variety of subject matters is not possible until sufficient requisite concrete background experience in each content area involved has been attained. (MH)

In order to establish a simple, logical relationship between the many elements involved in the new social studies such that they may sensibly be used in the classroom, certain basic questions with answers are spelled out here. (Author/JB)

Information obtained in this study involving 72 girls (6-, 9-, and 12-year-olds) documents the facilitating effect of forced verbalization at three age levels. (Author/WY)

A study examining readers' ability to infer consequences backward and forward from events described in stories is described. Results show that backward consequence inferences are more reliably drawn during the course of reading than forward consequence inferences. (MSE)

Students in grades four-six were asked to complete multiplication examples and write a story problem (reported earlier, SE 533 279). Their stories were categorized in terms of their logic and realism. Many errors were noted, leading to the conclusion that knowledge of multiplication does not necessarily lead to logical multiplication. (MNS)

A faculty member describes her changes in perspective on teaching and learning as a result of teaching an innovative philosophy course on technology, values, and society. One salient discovery was that any given problem is seen differently depending on the discipline through which it is approached. (MSE)