Presents part of a project that introduces a sufficient, simple, and relevant teaching approach to quantum mechanics into in-/pre-service teacher education and provides teachers with the indispensable scientific knowledge and epistemological base needed for reform in science education. (Contains 54 references.) (Author/YDS)

Discusses the relationship of constructivism with instructional design theory. Topics discussed include instructional systems development; objectives; learning versus instruction; deep learning versus surface learning; situated learning versus formal instruction; adaptive learning; and the role of interactive educational technology in the design…

Reviews current literature in the fields of computer science and education that is related to the structure and use of hypermedia; discusses discovery and incidental learning; examines the nature of the environment and of the learner; describes implications for the design of hypermedia-assisted instruction (HAI); and suggests further research…

The effects of peer collaboration on mathematical and spatial reasoning were assessed for 152 fourth graders. Effects on learning with logical-physical materials were assessed 1 year later. Findings suggest that peer collaboration is effective for tasks that require reasoning but not for tasks that require rote learning or copying. (SLD)

The child's psychosocial and physiological development are discussed in terms of a limiting environment and program expectations. Some factors to consider are (1) heredity and heritage; (2) experience; (3) maturation; (4) social transmission; and (5) equilibration. Sensitive educators must prepare the environment for the child, not for the…

Effects of author-generated and learner-generated elaborations on subjects' abilities to recall, classify, and apply conceptual knowledge were compared for 94 college undergraduates studying a passage on psychological concepts. Author-generated elaborations and specific elaboration activities produced superior effects in comparison with…

Research on the Dunn and Dunn Learning Styles Model has been conducted at more than 60 institutions of higher education and at every academic and grade level. Explanations of the 21 elements, the model, some research findings, and beginning steps for practitioners are provided to encourage initial experimentation with some of its variables.…

Discusses the importance of student questions as tools of instruction and as indicators of student misconceptions. Suggests different ways in which students may gain an understanding of biological concepts through discussion of popular movies and biological problems. (CW)

Examines the relationship between instructional technology and cognition and discusses interactions between the learner and instructional media. Models of the learning process are described, including reactive, proactive, and interactive models; examples of each are given; and their implications for instructional design are suggested. (LRW)

Describes a pattern of failure to apply relevant scientific principles among pupils. Tenth grade Israeli students were tested and later interviewed in order to determine areas of knowledge in which there was some question concerning knowledge of scientific principles. Suggests that teachers must involve the pupils in situations in which erroneous…

A theoretical framework is presented for understanding difficulties in foreign language learning, based upon a linguistic coding model that hypothesizes deficits in phonological, syntactic, and semantic information processing. Incidence of linguistic coding problems in 22 college-enrolled or college-bound students who petitioned to have the…

Discussion of the impact of simulation games on learning focuses on a study of a college history course that compared game results with historical facts. A content analysis of the comparisons is presented, models of learning acquisition are discussed, and the learning stages that occur in a simulation game are described. (three references) (LRW)

Presented is a criticism of Lawson's (1988) article on the development of misconceptions of biological concepts. Lawson's response to this criticism follows. (CW)

A four-prong instructional model for intellectual-skills development is described. The four prongs are: familiarization, intra-group problem solving, inter-group problem solving, and individual problem solving. A psychological model of what is to be taught, the triarchic theory of human intelligence, provides the underpinning of the instructional…

Described is a curriculum project developed in Germany. The importance of playing and gaming for the acquisition of cognitive and social capacities, the relationships among acting, reasoning, and learning in physics instruction, and the spheres of subjective experience are discussed. The framework and evaluation of the curriculum are outlined. (YP)