Argues that saying that students have "thinking problems" is hardly a useful diagnostic statement or even a sensible description of flawed cognitive development. Maintains that what is needed to encourage students to think are some sensible models and attractive opportunities to do it in contexts that matter to them. (RS)

Examines the concept of the cognitively active learner and discusses the following categories of learning strategies: rehearsal, elaboration, organization, comprehension monitoring, and affective. (NKA)