Both scientists and children make important structural discoveries, yet their computational underpinnings are not well understood. Structure discovery has previously been formalized as probabilistic inference about the right structural form--where form could be a tree, ring, chain, grid, etc. (Kemp & Tenenbaum, 2008). Although this approach…

Described is the generative learning strategy, an approach which encourages pupils to discuss their out-of-school ideas about plant breathing, drinking, wood production, soil, minerals, and leaves, and assist them in linking appropriate ideas together to form an explanation of the origin of plant materials. (CW)

In the present study, a semantic perspective on e-learning theory is advanced and a modelling approach is used. This modelling approach towards the new learning theory is based on the four SECI phases of knowledge conversion: Socialisation, Externalisation, Combination and Internalisation, introduced by Nonaka in 1994, and involving two levels of…

Explains the philosophy that forms the basis of a high school physical science course based on astronomy and the activity-based textbook that accompanies it. Cites specific examples of misconceptions related to astronomy and recommends various diagnostic and concept change strategies. (DDR)

Describes five astronomy education projects implemented by the Harvard-Smithsonian Center for Astrophysics Science Education Department and funded by the National Science Foundation. Project efforts have concentrated in three major areas: (1) curriculum development; (2) teacher support; and (3) classroom technology. (DDR)

History and the social sciences can be defined as recorded narratives or stories about the past or present that describe change and continuity over time and seek to explain this change and continuity through a series of cause and effect propositions based on evidence and shaped by the scholar's social frame of reference. In social studies there…

Maintains that student-centered curriculum embodies the progressive and constructivist principles of active, participatory learning. Advocates emphasizing the importance of context as part of a constructivist approach. Includes instructional examples of connecting contextual information about artworks to constructivist activities. (MJP)