Described is a third-grade science unit using feathers. Children use the feathers to learn about measurement, observation, and inference. Procedures and results are discussed. (CW)

Offers suggestions for teachers to increase their awareness of effective thinking in the classroom. Gives a list of types of questions that can stimulate critical thinking in students. Urges examination of teaching strategies and curriculum to determine if they elicit thought. (LS)

Notes that sorting is an early classification activity; as language develops, objects can be sorted by various attributes and described. Describes key experiences in this developmental sequence, and provides guidelines and specific suggestions for selecting for classroom use "attribute materials" designed to lead students to both…

Introduces a framework for comparing and evaluating knowledge representation schemes based on the requirements for "good" representation discussed in extant literature. Comparative analysis and evaluation of four popular knowledge representation schemes--Logic, Production Rules, Semantic Nets and Frames--are discussed in support of validity and…

Describes characteristics of critical thinking and the relationship of critical thinking skills to a disposition toward critical thought. Reviews the California Critical Thinking Disposition Inventory, a research instrument designed to measure several elements of student critical thinking skills. Highlights findings from a study of college…

Examines a model for children's strategies for inclusion tasks. Suggests that young children are not consistent in task strategies and that they display mixed response strategies. Strategies may change with development. (ET)

Creativity can be distinguished from intelligence, but there is no consensus on how the recognized stages of the creative act can be taught. The steps to rational thinking can and should be intentionally taught and rationality may prepare a base for unexpected creative insights. (DB)

Modifications in content and structure of basic courses in biochemistry are suggested to amend insufficiencies in biochemical education. Presents information on how molecular cell biology course was designed and evaluated to promote self-study. Senior undergraduate tutors were novelty of the course. Students rated the course highly for being…

The explicit, experimental introduction of a series of logical inconsistencies is described and recommended as a means of disrupting the faulty logic and, thereby, enhancing the use of more appropriate probabilistic reasoning by graduate students enrolled in an introductory inferential statistics course. (14 references) (JJK)

The use of the "none of the above" (NOTA) option in test items is explored. Empirical research on use of this option is obscuring the fact that, when NOTA is the correct answer, it can reward examinees with serious knowledge deficiencies or misinformation. This option should not be used. (SLD)

Compares the inference and backtracking approaches to solving logic puzzles in computer environments. (Author/ASK)

Describes a theory of a topology of awareness, in which higher levels organize reality through dialectical logic, whereas lower levels construct reality based on Aristotelian logic, binary oppositions, and experiencing entities as discreet and independent. Argues that metaphor, poetry, and narrative are linguistic tools that enable clients to…

Addresses the importance of client conceptualization skills in counseling as well as the limitations of child conceptualization skills in counseling. Provides a rough overview of the applicable points in Piaget's theory of cognitive development and a discussion of how these points relate to conceptualization skills in counseling. (RS)

There are two kinds of logical reasoning: "inductive" and "deductive". Inductive reasoning proceeds from effect back to cause, from special case to general principle. Detectives use it, examining the clues and conjecturing the actions that caused them. On the other hand, deductive reasoning proceeds from cause to effect, from principle to…

Visual logic puzzles provide a fertile environment for teaching multiple topics in discrete mathematics. Many puzzles can be solved by the repeated application of a small, finite set of strategies. Explicitly reasoning from a strategy to a new puzzle state illustrates theorems, proofs, and logic principles. These provide valuable, concrete…