This article reviews current knowledge about using computers to teach problem-solving skills to students with learning disabilities (LD). It presents the case for use of hypermedia to improve students' mathematics problem-solving abilities. Specific suggestions are given for applying hypermedia to cognitive strategy instruction and the graduated…

This study examined middle school students' reported awareness of strategic approaches they used when they had difficulty reading science text. Student responses indicated that they used text and social context to resolve comprehension difficulties but that they were largely unaware of the use of prior knowledge for the same purpose. (SM)

Examines the performance of children in different grades as they attempt to solve simple equations involving addition and subtraction of integer numbers. The extended task involves creating a story that matches the equations. (DDR)

Articles in this special issue on the theme of cognitive skills acquisition in lifelong learning begins with an analysis of cognitive skills, then moves to various methodologies and approaches for their effective acquisition, and concludes with a specific implementation of computer systems facilitating this acquisition. (AEF)

Discussion of the importance of cognitive strategy instruction is followed by consideration of reciprocal teaching as an optimal method for teaching both reading and writing to middle and high school students with reading/writing difficulties. Reciprocal teaching emphasizes teaching learners how to ask questions, clarify issues, summarize text,…

The effects of teaching strategy, relevant knowledge, and strategy length on high school students' mathematical learning ability were studied. Performance was found to increase as levels of relevant knowledge increased. Characterization strategies were found to be more effective than exemplification strategies for students with high relevant…

Investigates the effect of increase of the M demand of chemistry problems, having the same logical structure, on performance of students having different functional M capacity, cognitive style, and formal operational reasoning patterns. (Author/YP)

Interprets the outdoor-education learning process from viewpoint of pragmatist and cognitive conceptions of action, thinking, and knowledge as ways of structuring reality. Views outdoor education as socially organized, intentional activity aimed at student-environment interaction. Presents a model of outdoor learning involving goal-oriented…

Learning place geography is an important part of school geography. Reports on research findings addressing effective ways to teach place geography. Finds that research indicates significant differences between mnemonic and non-mnemonic treatment groups. (CFR)

Examines the knowledge construction processes of novice programmers using parentheses and quotes in hypermedia; identifies characteristics of successful and unsuccessful students working off- and on-line. The strategies of perceptual matching and computer feedback were used in both settings to interpret of the information presented. (Author/AEF)

Discusses research findings that relate to teaching fractions for conceptual understanding. Gives teacher/student dialogues that illustrate the thought processes of students as they form part-whole and improper fraction concepts. (MDH)

Six validated principles of instruction are applied to the development of guidelines for using computerized instruction with students with special needs. The six principles are direct instruction, mastery learning, overlearning and automaticity, cooperative learning, monitoring student progress, and learning styles. A table lists guidelines for…

This study examined the constructive cognitive activity of children listening to text. Analysis of thinking-aloud protocols of 109 children in grades 1 to 6 identified 5 levels of constructive activity, with 3 subtypes at each level. Path analysis indicates that only constructive activity exerts a direct effect on learning. (SLD)

A total of 87 children, 3- to 7-years old, were examined in a study of children's play and reasoning in games of mathematical logic and social logic. Children's sophistication in reasoning was positively related for two games, suggesting a common three-level progression from mastery of procedures to a competitive attitude to advanced strategy. (SH)

This interview study examined the perceptions and beliefs about cognitive strategy instruction of 31 classroom teachers of underachieving students and 9 strategy researchers. Teachers and researchers generally agreed about components of strategy instruction and when to teach them; one difference was the tendency of researchers to relegate each…