The education of teachers involves three categories of knowledge: particularistic, technical, and liberal. These knowledge areas are explored and their association with field, laboratory and scholarly/scientific learning environments is discussed. (DF)

This paper describes research conducted at the 2005 AHRD research conference. A qualitative case study is developed with the purpose of capturing new learning that occurs within the conference and how new learning is created. In support of the research, a three-pronged conceptual framework including communities of practice and learning…

Discussion of information as a process focuses on a conceptual exercise for calculating the information content of an information process. Topics include Bertram Brookes' fundamental equation; Claude Shannon's mathematical theory of communication; set of a priori alternatives; knowledge structures; and an example of an archaeologist's information…

Examines two conflicting educational theories: constructivism and positivism. Constructivism sees human knowledge of the external environment as constructed and based upon the subjective observer, whereas positivism sees knowledge as fixed for scientific testing. Discusses their implications in the field of instructional development and recommends…

Agrees with Walter Ong that technology can serve as a transformer of consciousness and, hence, of writing. Shows how technology can work dialectically with consciousness or thought. Discusses two of the potential implications of this dialectical view of the technology/consciousness/writing relationship. (TB)

Examines the key role that memory plays in the meaning-making process that children enact as they read and view images in a classroom that respects and encourages their own views and reflections. Discusses the six major categories of children's visual responses, and presents representative examples of children's illustrations. (TB)

Three studies of how workers construct knowledge associated with vocational practice were examined within a framework classifying dispositions as interest, attitudes, and values. Findings suggest that dispositions are rooted in individual history and participation in communities of practice and that consideration of how cognitive structures…

Presents a computer-based information system developed to support information understanding based on knowledge structures in hypermedia contexts. Examines the development and implementation of an understanding support system (USS), providing computational support for representation and access of knowledge structures. Discusses adding link-based…

Reports on two studies on the dynamic relationships among parts of a thought system. The first study examines the effects of changes in the desirability or likelihood of a core event on thoughts about antecedents and consequences; the second examines the effects of changes in the antecedents and consequences on the core thought. (FMW)

Compared standardized versus semi-structured approach to measuring intellectual development to identify accurate methods to assess gender differences and similarities. Intellectual development was measured for 101 college freshmen using the Measure of Epistemological Reflection and a semi-structured interview. Results provide strong evidence that…

Recent research suggests that knowledge is stored in the learner's head as a network of concepts or constructs. Children's mathematical problem-solving strategies become increasingly abstract as they are able to engage in more abstract thinking. An experimental study using an alternative Cognitively Guided Instruction approach is described.…

Describes a two-part research project examining conversation memory organization packets (MOPs) at both cognitive and behavioral levels. Explores the nature of the informal initial conversation MOP, and examines whether discourse structures correspond to cognitive structures. Finds evidence that scenes in the conversation MOP are topic-centered.…

Explores a method of combining convention and intention by representing conversation structure with conversation MOPs (schematic structures that store conversation rules as generalized episodes associated with goals the episodes achieved). Discusses how conversation MOPs process the opening portion of a dialogue in an interactive advice-giving…

Undergraduates in an abstract algebra course were interviewed to see how they learned the concept of isomorphism. Analysis showed students used step-by-step procedures, exhibited various degrees of personification in their language, and chose properties they perceived as simpler. (MKR)

Suggests that Kuhn's study reported in this issue (PS 524 345) offers insight into how people make casual inferences, and raises important questions about these processes. (JW)