Discusses the influence of a reflective, explicit, activity-based approach to nature of science (NOS) instruction used in an elementary science methods course on preservice teachers' views of some aspects of the nature of science. Finds that participants made substantial gains in their views of some of the target NOS aspects. Advocates a…

Indicates the importance of preparing prospective teachers who will be elementary science teachers with different methods. Presents the theoretical and practical rationale for developing a constructivist-based elementary science methods course. Discusses the impact student knowledge and understanding of science and student attitudes has on…

Reviews the origins of the concept of cognitive style. Explores the fundamental applications of that style and relevant methods of assessment. Examines the distinction between style, which is likely to be relatively fixed, and strategies which are capable of being learned and developed. Discusses the relationship of style to learning preferences…

In engineering education, creativity and communication processes have become necessary in complex structures such as technological networks and virtual reality. A new sociotechnical approach describes the engineering profession in aspects other than technology such as tasks, views, organization structures, and cooperation. Describes a…

Argues that science investigation by young children should not be constrained by rigid curriculum frameworks, but be prompted by natural curiosity, as in the constructivist approach. Maintains that cognitive abilities in science and investigative skills will develop if children are encouraged to test their observations, questions, and hypotheses…

Considers the potential of interactive multimedia and argues that in order to design effective interactive learning environments, a user-centered approach must be taken that is based on human-computer interaction and educational theory. Discusses the learning process, navigation strategies, individual preferences, and integration into the…

Considers the expanding definition of literacy from traditional reading and writing skills to include technological, visual, information, and networking literacy. Discusses the impact of media on social interactions and intellectual development; linking technology to educational goals; influences of new media symbol systems on communication;…

Popular electronic tools for learning--tutorials, educational databases, learning nodes, simulations and educational games--are described, and their functions as part of the learning system are examined using Gagne's Events of Instruction model. Figures representing tutorial models are included. (Contains seven references.) (SLW)

Describes a study of undergraduates that was conducted to determine how they searched databases, the effectiveness of their searches, and their satisfaction with them. The students' cognitive and learning styles were determined by the Lancaster Approaches to Studying Inventory and Riding's Cognitive Styles Analysis tests. (Author/LRW)

Examines two theoretical approaches on how we understand our own and others' minds: a causal explanatory and an interpretive social approach. Explores the relations between these views and suggests that the real challenge of the cognitive revolution is to unite the two approaches, to achieve a causal naturalistic account of the acquisition and…

Suggests that a better understanding of the development of children's theories of mind, requires theoretical perspectives that do not privilege the child who conceptualizes or actively participates in social interactions. Proposes that a better understanding of the relationships among brain, psyche, behavior, and culture should be promoted. (AA)

Examines Astington and Olson's proposal under the context of von Wright's and Hempel's theories of explanation and understanding. Suggests that for taking children's meaning making seriously, researchers should find a principled way to acknowledge the role of interpretation in scientific thinking even in the making of explanation itself. (AA)

Examines the relationship between causal-explanatory and interpretive-hermeneutic approaches to how we understand our own and others' minds. Suggests that the two approaches discussed by Astington and Olson are mutually enlightening but, contrary to the proposed position, are irreducible to each other. (AA)

Points out agreement that the concepts a child acquires are variants of those exemplified by the cultures in which they grow up. Suggests, however, that learners interpret these cultural practices in terms of models causally determined by their cognitive or representational capacities and by the stock of concepts currently available. (AA)

Sixty middle school students, half average-achieving and half with learning disabilities (LD), were assigned to either a positive or neutral mood induction condition prior to receiving instruction in elementary Hindi language (to control for effects of prior knowledge). Across a two-week period, the LD students in the positive condition performed…