Metacognition has been shown to lead to deeper, more durable, and more transferable learning (Bransford, Brown, & Cocking, 2000). This article describes a case study in which metacognition was introduced to undergraduate science (chemistry) classrooms. Students came to understand the difference between superficial memorization and real…

A comparison was made between students' overall performance, as measured by overall grade, in different teaching and learning protocols: (1) traditional textbook and lecture along with standard examinations; (2) lectures with online augmentation and PowerPoint lecture notes along with standard examinations; (3) similar to "(2)" but with…

At Colorado College, the energy retrofit of a building is used as a service-learning research project to teach physics and chemistry in a variety of courses. In introductory courses for nonscience majors, the project helps students appreciate the scientific method and quantitative reasoning. Within the physical-chemistry course, students see that…

The use of taxonomic scales to assess the level of student cognitive development and thinking skills, and to structure instruction is discussed. One instructor's method is presented. Perry's taxonomy is graphically illustrated. Sources for five assessment instruments are listed. (CW)

Recommends a constructivist approach to physics laboratory activities to make laboratories a place for personal maturation and cognitive growth. Describes class design in which ideas and techniques are exchanged which allow students the opportunity to initiate investigations based on early conceptual assumptions, and extend the investigation…

Described is a computer-based tool, SemNet, which can be used by good and poor students to facilitate, extend, and polish their learning skills. Emphasized are skills associated with meaningful or deep-level learning. The components, use, and theoretical background of the software are discussed. (CW)