Argues that computers are a medium through which different styles of scientific thought can be observed. Presents cases of women whose learning styles differ from the way that programing and problem solving in computer-related activities are taught. Concludes that technological developments involving object-oriented programing have created an…

Five principles emerging from cognitive science research are as follows: (1) help students organize their knowledge with concept mapping; (2) build on what students already know; (3) facilitate information processing; (4) facilitate deep thinking; and (5) make thinking processes explicit. (SK)

Examined problem-solving strategies used by fourth and fifth graders in solving simple LOGO computer programing problems, and investigated relationships between those strategies and students' domain knowledge and cognitive style. Findings supported a diversity of cognitive styles and suggest a possible knowledge-based explanation for differences…

This article reviews the research on components of problem solving including two mechanisms for fostering transfer of problem-solving strategies, low-road transfer and high-road transfer, and two types of content (domain specific and higher order thinking). Exploratory research on low-road transfer of higher-order thinking is summarized.…

It is proposed that, contrary to existing views, medical expertise is not as much a matter of superior reasoning skills or in-depth knowledge of pathophysiological states as it is based on cognitive structures describing the features of prototypical or actual patients. Evidence supporting the theory is examined. (Author/MSE)

Investigated strategies that 7- to 12-year-old children (n=96) spontaneously applied in solving novel combinatorial problems. With experience in solving two-dimensional problems, children were able to refine their strategies and adapt them to three dimensions. Results on some problems indicated significant effects of age. (Contains 32 references.)…

Describes a theoretical framework of distributed representations to explore the representational properties in group problem solving. The experiment shows that different distributed representations across two individuals produced dramatically different group problem-solving behaviors; and two minds could be better than one mind, depending on how…

Focuses on the effects of the application of two problem-solving techniques--metacognitive and heuristic--on the achievement of students in the computation of creative mathematics problems. Results indicate that there was a significant difference in the achievement of experimental and control groups. Contains 24 references. (Author/ASK)

Discusses the role of chemical-equation problem solving in helping students predict reaction products. Methods for helping students learn this process must be taught to students and future teachers by using pedagogical skills within the content of chemistry. Emphasizes that solving chemical reactions should involve creative cognition where…

Explores the utility of mental models as learning outcomes in using complex and situated learning environments. Describes two studies: one aimed at eliciting mental models in the heads of novice refrigeration technicians, and the other an ethnographic study eliciting knowledge and models within the community of experienced refrigeration…

Discusses multiple representations and multimedia learning environments; describes a functional taxonomy of MERs (multiple external representations); and considers how MERs are used to support cognitive processes in learning and problem solving with computers. (Contains 41 references.) (Author/LRW)

Explains why it is important for chemistry educators to know about metacognition, provides some examples to illustrate main points, and discusses some instructional tools that have been employed to promote metacognition in introductory science courses. (Contains over 50 references.) (WRM)

Presents a conceptual foundation for using concept mapping as a cognitive learning strategy and as a method for assessing structural knowledge; reviews the growing body of research related to both applications. Describes some of the conceptual and empirical limitations of concept mapping. (Author/AEF)

Explores student ability to differentiate and make mappings between quantities in different domains before and after a relevant curricular experience. Contends that conceptual bootstrapping involves a multistepped mapping process that is facilitated through classroom dialog, problem solving, and instruction. (Author/DKM)

A version of Chapman's Thought Power Programme, which focuses on stress identification, emotional versus physical pain, and problem solving, was administered to Hong Kong secondary school students. Data on harmful thoughts; helpful thoughts; general well being; and locus of control all revealed positive benefits of the program. Findings suggest a…