Investigated the relationships between (n=220) students' approaches to studying, prior knowledge, logical thinking, and gender and their performance in a nonmajors' college freshman chemistry course. Found that prior knowledge was the best predictor of achievement, followed by formal reasoning ability. (22 references) (Author/MKR)

Responds to the common assumption among English teachers that prior knowledge of a subject enhances students' ability to comprehend materials that they read. Presents evidence from the think-aloud protocols of undergraduate students to argue that having prior experience of the subjects treated in texts does not ensure that students will make…

Reports on the effects of tempo direction, listening mode, and level of musical experience on speed and accuracy in tempo change among 160 music majors and nonmajors. Finds that music majors more accurately detected tempo changes than did nonmajors. (CFR)

Describes 11 learning strategies, most of which are based on an information processing theory of learning, that can be used to develop study skills. Common elements include memory, comprehension, reading for understanding or meaning, and the incorporation of new knowledge into prior learning. (nine references) (LRW)

Summarizes research findings that suggest that school superintendents support the need for professional teacher-librarians (TLs). Highlights include the influence of the TL and the resource center on teaching; teaching background and experience of the TL; expectations for media centers; superintendents' and TLs' perceptions of library practices;…

Discusses the frequent misconception displayed by students that chromosome structure is a function of chromosome number or ploidy. Provides detailed analyses of the evidence concerning the prevalence of this ploidy/structure misconception among students of introductory genetics and the potential sources for inaccurate communication that it can…

A University of Limburg (Netherlands) study investigated influence of health sciences tutors' subject-matter expertise on the achievement of 1,800 students participating in tutorial groups with leaders having varying levels of subject expertise. Results indicated a positive influence of tutor subject expertise, particularly in interaction with…

Reports a study that examined the effects of conceptual orienting questions and differences in prior knowledge on factual learning and problem solving in biology. Tenth graders who participated in control or orienting questions groups completed posttests. Results indicated that question groups outscored the control group. (SM)

Reports an ethnographic study of two multicultural seventh grade classes to explore the role and value of graphic representation of knowledge structures in English-as-a-Second-Language student learning, based on a specific definition and categorization of knowledge structures. (28 references) (GLR)

Examines comprehension of students provided with relevant background knowledge and then tested on two versions of a text. Finds that students who read the revised text recalled significantly more material and answered more questions correctly than students who read the original text. Discusses the importance of the teacher's role in mediating…

Discussion of user-friendly computer systems focuses on the use of learners' mental models to help in the design of interactive learning systems. Topics addressed include interactivity; human factors research; human-computer interface issues; individual differences, including learning styles and prior experience; cognitive load; measuring mental…

Describes a study that was conducted to examine the receptivity of faculty at two-year and four-year colleges and universities to distance education. Attitudes toward distance education, the influence of previous experience with distance education and with educational media is examined, and barriers to distance education are discussed. (Contains…

Relationships between three approaches to learning (surface, deep, and achieving), prior knowledge of subject area, and performance on a multiple-choice test following a unit in basic psychology were investigated with 105 college freshmen. Approaches to learning were unrelated to test performance. Prior knowledge did not relate to a deep approach…

Reviews previous research to compare the instructional effects of multiple-try feedback (MTF) forms to single-try feedback forms and no feedback in both traditional and in computer-based instruction. Interaction between students' prior knowledge and the number of feedback trials is examined, and future MTF research is suggested. (Contains 59…

This study found no significant relations between junior high school students' (n=50) prior alternative frameworks on energy and their cognitive levels of operation. Significant differences in learning outcomes were achieved by students (n=29) who had higher cognitive level scores. The extent to which students succeeded in learning the energy…