Considers possibility of developing a computer tutor around an explicit concept-learning theory derived from machine learning techniques. Some problems with using the focusing (and similar) algorithms in this role are discussed and possible solutions are developed. Design for a guided discovery learning system for tutoring concepts is proposed.…

Using 198 college students, this study investigated the effects on performance of four variables in a concept-learning task. The variables were (1) passive and active learning; (2) contextual specificity and variability; (3) rule-examples sequences; and (4) near and far transfers as critical outcomes. Results are discussed in terms of the…

The keyword method was compared to the context method of learning new vocabulary in two experiments with undergraduate subjects. In both experiments the keyword method produced significantly greater definition recall. Implications for vocabulary learning theories in particular, and discovery learning approaches in general, are discussed.…

Considers impact that experiential education could/should have on the world. Concludes that student experiential/service learning opportunities are being missed, not through student reluctance to jeopardize grades by leaving classrooms, but through inability of experienced educators to relate theory to practice or to link courses and curricula to…

Describes a sequence of writing exercises that synthesizes current work on expressive discourse, learning theory, and classical exercises of the kind that are represented in Quintilian's progymnasmata. (HOD)

Identifies William Pattison's four traditions of geography (spatial dimension, area studies, people-environment interaction, and earth science); discusses how geography instruction at secondary level has been one dimensional; describes High School Geography Project's efforts to revise geography curriculum by unifying Pattison's traditions (1960s);…

Discusses inquiry and discovery methods in elementary school science education; emphasizes the importance of teachers knowing whether they are using the inquiry approach and to what extent. Presents a chart listing the steps involved in problem solving, indicating whether a step is teacher- or student-controlled. (BC)

Describes a "thinking strand" in social studies instruction in a New Jersey school district. An inservice training program enables teachers to apply critical thinking skills in the classroom, actively engaging students through the use of debates, case studies, and problem-solving activities. (TE)

Childrens' historical books by author Jean Fritz offer teachers a stepping stone to fun and interesting history units. Make-believe journeys, time lines, role playing, and storytelling activities based on the Fritz biographies help children learn many different skills. (DF)

This ERIC Digest describes what primary sources are and how and why they can be used in elementary school classrooms. Primary sources are historical artifacts with which students can interact to effectively engage in active learning. Topics discussed in the Digest include: "What Are Primary Sources?"; "Why Use Primary…

A framework for designing intelligent assistance in a discovery learning environment is proposed in this paper. The process of discovery learning is analyzed and the required functions for intelligent assistance are discussed. A flexible simulator that fits any type of discovery learning is necessary. The problem solvers that perform fundamental…

Describes some of the advantages of an elementary science activity in which students discover that blowing through a straw into a bromthymol blue solution changes the color to yellow. Directions are provided for preparing the bromthymol blue solution. (JR)