Two studies examined the development of children's knowledge of the situations that provoke emotion. English and Dutch (Study 1) and Nepalese (Study 2) children were presented common emotional terms and asked to describe situations likely to provoke each emotion. In both cases, the determinants suggested by the children indicated that children…

Specific modes of formal reasoning and measurements of principled moral reasoning ability were obtained from 99 10th-grade students. Hierarchical relationships were found amoung variables with combinatorial and correlational reasoning accounting for 22 percent of the variance in principled moral reasoning. Theoretical and educational implications…

This conceptual framework is grounded in the data analysis of transcribed interviews with 50 Ontario teachers and the text of a 7-month online discussion group among 25 principals from England, Ireland, Canada, United States, Australia, and New Zealand. Both methods were employed with the stated purpose of understanding emotional experiences of…

Discussed is a common error made by students in judging the distribution of the magnetic field of a circular loop along its diameter. Qualitative and quantitative explanations of the magnetic field distribution are presented. (CW)

Explored is young children's ability to estimate set sizes and use reference points such as 10. Results indicated that many children could accurately place sets somewhat smaller than a reference point but had difficulty placing sets somewhat larger than a reference point. (CW)

The effects of full-credit semester and all-year timetables on science attitudes and science achievement of grade 10 students was investigated. Findings indicated that students in all-year courses consistently outperformed students in semester courses in the cognitive domain, but there were no differences in the affective domain. (CW)

Students at concrete or formal operational reasoning levels made similarity judgments on geometric concepts and mathematical expressions on ratio, proportion, and similarity. Clear prototypical maps could be derived for both groups. Formal operational students structured subject matter content significantly more like subject matter experts than…

Studied were the misconceptions that preservice elementary teachers have about multiplication and division. Results indicated that they are influenced by the same primitive models as students; the most common errors made by both groups are quite similar. (MNS)

The purpose of this study was to develop a procedure for the evaluation of M-demand of chemistry problems. It was shown that dimensional analysis upon the Neo-Piagetian theory of Pascual-Leone could help science teachers to understand the epistemological basis of their discipline. (CW)

The results of survey of secondary school biology students used to access misconceptions about cells are presented. A distinction between conceptions, misconceptions, and nonconceptions is drawn in terms of secondary school biology concepts. The resilience of misconceptions is discussed. (CW)

Compares the cognitive representation of number of 24 American, 25 Chinese, 24 Japanese, and 40 Korean first-graders, and 20 Korean kindergartners. Chinese, Japanese, and Korean children preferred to use a construction of tens and ones to show numbers, whereas English-speaking children preferred to use a collection of units. (RJC)

A study documented 10 college students' understanding of the limit concept and the factors affecting changes in that understanding. Encouragement by the researchers for the students to change their common informal models of limit to more formal conceptions were met with extreme resistance. (Author/JJK)

Presents study results suggesting some malleability in learning strategies that flow from cognitive style. Examines the effects and practicability of restructuring training as a means of addressing individual learner differences. Reports that training enhanced performance on two dependent measures tasks. Concludes that field-dependent learners…

Assessed was the level of thinking of 140 students who had been placed in developmental algebra as entering college freshmen. Scores on the Group Assessment of Logical Thinking, Scholastic Aptitude Tests, college placement tests; high school grade point average, and developmental algebra final grade were analyzed. Group characteristics are…

In two parallel one-year studies, solution strategies for subtraction number facts and achievement patterns of matched groups of first graders in two different instructional programs were examined. Significant differences between groups were found favoring the strategy approach. (Author/CW)