The Atkinson-Shiffrin model of memory has three components: sensory, short term, and long term. Each memory process (such as encoding, storage, and retrieval) can be linked to specific teaching and learning strategies. (SK)

Uses Laudan's model of scientific change to obtain corresponding features on conceptual change in science learning. Discusses some practical consequences for science education. (MDH)

Presents teaching procedures for using four paintings of the environment in secondary classrooms. Includes questions for student discussion and enrichment. Provides color photographs of the four paintings. (CFR)

Explores the problem-solving behavior of a university lecturer as well as that of undergraduate and graduate students. Identifies and describes 14 physical and cognitive actions employed in the problem solving. Contains 28 references. (DDR)

Analyzes students' main difficulties in learning the concept of electric field. Briefly describes the main conceptual profiles within which electric interactions can be interpreted and concludes that most students have difficulty using the idea of electric field. Contains 28 references. (DDR)

Reviews theoretical and research literature on learner strategies and self-directed language learning, particularly concerning the role of metacognitive knowledge in learning. Argues that too little attention is given to the function of metacognition in language learning. Practical implications for second-language instruction are discussed.…

Ascertains male and female perceptions of the value of and their expectations for success in science. Reveals significant gender differences in students' task value, estimates of their abilities, explanations for good grades and poor grades, and their career expectations. Contains 46 references. (DDR)

Explains how students developed Hypercard stacks to report the results of their study of vent science. Describes each step in the project process that included projects related to geography, technology, physics, chemistry, and biology. (DDR)

Reports on a study that constructs a Lakatosian teaching strategy that can facilitate conceptual change in students' understanding of chemical equilibrium. Results indicate that the experimental group performed better on tests. Contains 81 references. (DDR)

Discusses the need for students to take more responsibility for their learning when learning at a distance. Topics include metacognition, student journals to record their study habits, and the need to form some type of collaborative study groups for online learners by using collaborative software environments. (LRW)

Examines students' use of higher-order thinking as they use an interactive multimedia program based on a situated learning framework. Analysis of types of talk used by students working with the program shows the majority of their thinking was higher-order. Findings suggest such a program can provide a learning environment capable of supporting and…

Argues for an expanded role for the concept of emergent levels in science education. Cites confusion of levels and slippage between levels as the source of many people's misunderstandings about patterns and phenomena. Contains 35 references. (DDR)

Surveys teachers after using CHAR-L Intensive Phonics at two psycho-educational centers located in the southeastern United States for students with severe emotional disturbances. Indicates positive teacher perception of training for program implementation, actual training time, and comfort level in teaching. Notes strong administrative support in…

Discussion of the use of manipulative materials in kindergartens focuses on a new generation of computationally enhanced manipulative materials, called digital manipulatives, designed to allow all students to explore mathematical and scientific concepts through direct manipulation of physical objects rather than more abstract methods of learning.…

This study examines motivation and learning-strategy use in college chemistry classes in order to understand women's lower levels of achievement in that domain. Results from the study of 603 students indicate that prior knowledge, motivation, and the use of learning strategies were significant predictors of course achievement above and beyond…