This discussion of metalearning theories and thinking skills in relation to instructional design highlights other papers presented in this journal issue. Topics discussed include properties of skills; problem solving; the concept of psychological sets in contrast to the concept of skill; and the organization of previously acquired systematic…

It is proposed that the various classes of a priori knowledge incorporated in heuristic reasoning processes exert a strong influence over architectural design activity. Some design problems require exercise of some provisional set of rules, inference, or plausible strategy which requires heuristic reasoning. A case study illustrates this concept.…

Many elementary and junior high school students do not become proficient with common and decimal fractions because they have established few connections between the form they learn in the classroom and understandings they already have. (Author/GC)

Four major concepts of cognitive theory (the importance of context, students' need for transferable knowledge, importance of balancing depth and breadth of knowledge, and the role of prior knowledge in problem solving) are examined, and possible implications of each concept for the curriculum and teaching of ambulatory health care are explored.…

Introduces the growing body of research on development of scientific reasoning skills, focusing on reasoning and problem-solving strategies used in experimentation and evidence evaluation. Maintains that current research examines strategy development and use in moderately complex domains to examine conditions under which subjects' theories…

Claims that readers can conduct dialogue with many inner audiences through reading, and readers who manage to do so are likely to develop more sophisticated strategies for learning. Describes different kinds of dialogues, specifically, dialoging with reader's experience, with the author/illustrator, with genre, with problems, and with culture.…

Argues that the life sciences offer potential for practical work to be undertaken outside the classroom. Explores a rationale for such work and draws on reported studies from a number of countries. Contains 44 references. (DDR)

A perspective on teaching and learning in higher education that regards the learner's experience as primary is outlined. Some propositions about learning from experience are made, a model of learning from experience is discussed, and implications for instructional design are examined. Major areas for curriculum development are identified.…

Describes two intuitive rules underlying students' conceptions in mathematics and science that are not always compatible with usually accepted scientific ideas. The intuitive rules are: "More of A, more of B" and "Subdivision processes can always be repeated." In teacher education, it is important to raise instructors'…

Reviews the traditional definition of practical work in science, offers a different definition of it, and points out that practical work is not always laboratory based. Discusses the logistics of coordinating fieldwork. Contains 17 references. (DDR)