Shows how error pattern analysis can be helpful with children learning to spell. (FL)

Analyzes what "reading to learn," a process central to higher education, means in terms of conceptual and strategic knowledge, and explores what interventions could help college students learn more from text. Views "reading to learn" as necessitating a deep approach, and suggests that students should be able and required to…

Demonstrates how principles of simulation help students develop working models or prototypes. Explains how computer software enables this process for learners with only basic computer knowledge. (SK)

Studies the conceptual changes and factors affecting eighth- grade physical science students (n=180) investigating elementary thermodynamics. Classifies three types of students regarding their learning methods: converging, progressing, and oscillating. Reports that original intuitive conceptions are difficult to change and that students engaged in…

Agriculture students (n=157) taking videotaped courses were asked about their learning strategies and cognitive styles. They liked the convenience of videos, studied independently, and rarely consulted instructors. Field-dependent and -independent learners used similar strategies. Most used a consistent approach to the task of learning from…

Examines 199 middle school students' understanding of percent, focusing on number sense. Reports that students performed better interpreting a quantity expressed as a percent given a pictorial continuous region than when a pictorial discrete set of circles was given. Students had difficulty interpreting a quantity expressed as a percent of a…

Discusses instructional design for computerized pedagogic materials and emphasizes the elements of activity and discovery in creating effective learning experiences. Describes a virtual learning environment designed in Brazil that is open to different forms of use so teachers and students can decide on the best ways of using it. (LRW)

Describes a way to teach mathematics majors as guest instructors in their classroom to utilize resources with a wealth of experience, ideas, and enthusiasm. (Author/KHR)

Explores ways to help students take learning seriously and ask critical questions about their studies. Describes strategies for students to raise important questions, to distinguish between one-system and competing-systems disciplines, and how to ask questions about a field of study and textbooks. (MZ)

Recommends some measures to take to ensure that demonstrations are carried out safely. Includes a sample checklist to be completed before and after demonstrations. (DDR)

Presents a lesson on toothpick chromosomes as a way to model genetics concepts in a more tangible and accessible way for middle school students. (KHR)

Describes activities designed to introduce cells to students and grab their attention. Provides effective strategies to teach many new terms and unfamiliar words related to organelles. (KHR)

Discusses some features of instructional approaches that promote meaningful learning. Focuses on creating an environment in which students can be mentally attentive. (DDR)

Studied the effects of including static or dynamic visuals in an expository text on a learning outcome and the use of learning strategies when working with these visuals. Results for 60 undergraduates for both types of illustration indicate different frequencies in the use of learning strategies relevant for the learning outcome. (SLD)

Responses from 26 of 30 New South Wales construction firms showed that competency subsystems embodied in routines have a greater impact on short-term performance. There was little support for impact on long-term performance with diminishing evidence that performance was influenced by higher-level learning routines. (Contains 45 references.) (SK)