This paper advocates a philosophy of science teaching that embraces intellectual conflict, suggesting that it is important to engage students in productive intellectual conflict in order to teach for conceptual change. Presents two approaches that could actualize the philosophy of "teaching the conflicts" within science instruction. (SM)

The stories of two British students in transition to postcompulsory education show how one reflected upon and was transformed by actions in the new environment. Learning and work experiences were a form of cultural apprenticeship, a social learning process that transcended relationships in formal educational institutions. (Contains 40 references.)…

Outlines a model of mathematical understanding as a whole, dynamic, nonlinear, recursive growing process, entailing "folding back" for the reconstruction of inner level knowing. Presents examples from seventh graders' work. Discusses teacher awareness of student level of understanding, and implications for development of mathematics…

Effects of fenfluramine on autistic children, aged 7-16, were examined in double-blind testing with placebos. Serotonin levels, intelligence and behavior tests, videotaped free play data, and other tests were used for assessment. Serotonin decreased with administration of fenfluramine, and increased with reinstatement of placebo. No tests…

The problem of student ignorance is really about adult ignorance of how to achieve thoughtful and long-lasting understanding. We will not escape our predominantly medieval view of curriculum, premised on knowledge as static and finite, until education learns the lessons of modern intellectual inquiry. Curricula should be organized around essential…

Discusses young children's dialogue and ways in which children learn when they talk with other children and with adults. Children's language is characterized by wondering; teachers can learn to be sensitive to this wondering and can learn the art of dialogue with young children. (RJC)

Instead of being devices for measuring what students have learned, tests should be instructional--the central vehicle for clarifying and setting intellectual standards. To regain control over testing and instruction, schools need to rethink their diploma requirements and grading systems. Then school transcripts will become trustworthy again.…

Responds to Myra Kogen's article, "The Conventions of Expository Writing" (JBW; v5 n1). Discusses several misunderstandings about models of intellectual development. Argues that developmental schemes are useful when interpreted cautiously, but risky if used to classify a student's intellectual development. (MM)

Review of research on the academic performance and intellectual ability of adult college students provides evidence to reject two common stereotypes of adult students: (1) that they lack basic skills for effective studying, and (2) that they are impaired in studying by intellectual deficits associated with the normal process of aging. (MSE)

Examined relationships among young children's metacognitive processing and creative ability, based on information-processing theory and Vygotsky's early thought development theory. Twenty-one five- and six-year olds were assessed on four attributes of creativity, and their private speech was coded. Specific qualities and characteristics of…

The Learning Environmental Preferences instrument was completed by 60 technical college instructors. A significant relationship was found between intellectual development and years of education; females scored higher than males. No relationship was found between intellectual development and age, teaching experience, or supervisory experience. (SK)

Expeditionary Learning Outward Bound helps teachers guide students through learning expeditions, where they explore topics through their own questions and self-designed investigations. Although some programs involve overnight trips, not all expeditions are wilderness adventures. Regardless of setting, children should experience challenge and…

Robert J. Sternberg's research on cognitive style and model of "mental self-government" at all educational levels have led to a pilot elementary/secondary curriculum to help students develop common sense and practical judgment as well as intellect. The interinstitutional effort between Yale and Harvard universities includes Howard…

Conducted four-year longitudinal study of college students' intellectual development during college in which students reported the impact of their cocurricular experiences. Findings from 101 students revealed that students' peer relationships, organizational involvement, living arrangements, employment, and exchange experiences contributed to…

The importance of incorporating discussion into college lecture classes is discussed, problems in starting and expanding exchange of ideas are examined, and techniques for "raising the intellectual temperature" of a class are offered. Anecdotal examples are drawn from observations of teachers in a variety of discipline contexts. (MSE)