Questions the approach used to the topic of energy in Nuffield Secondary Science. Indicates that 14-year-old children will not be able to generalize from the experiments to see a pattern energing, and the concept of energy involves understanding of other concepts that the children have not yet attained. (GS)

Discusses the advantages of teaching history sequentially, considering factual, methodological, and conceptual relationships. (CK)

Ninety-five secondary students were given textbook material in which two sequence variations (web and linear) were used in relation to the information processing strategies (serialist or holistic) demonstrated by the students. Users of the web-structured sequence scored higher on concept retention. (Author/JJD)

Reports possible validity of particular American Indian cognitive style based on the Bannatyne categories of the Wechsler Scales. Found statistically significant pattern of spatial ability, sequential ability, and verbal conceptual ability in 75 junior and senior high school Yakima Indian students. (LFL)

Reported is the production of an instructional methodology harmonizing with Piagetian theory and enabling teenage students, including those initially mismatched to the task, to understand the mole, as revealed by their performances on a test of basic skills considered fundamental to that concept. (DS)

This study compared the effectiveness of teaching multidigit addition of whole numbers without regrouping prior to teaching it with regrouping to teaching multidigit addition with and without regrouping simultaneously. Pretest/posttest-delayed posttest results of second grade students (n=151) from seven randomly assigned classrooms indicated no…

Describes two experiments in Dutch secondary schools that were carried out to study the effect of the sequencing of the information in computer-assisted instructional programs. Instructional design for concept learning is discussed; successive and coordinate relationships between concepts are explained; and tests designed for procedural and…

Sixty-four high school students, stratified by field-dependent or independent cognitive style, were randomly assigned to homogeneous or heterogeneous groups of four to attain concepts in the sequence of complex to simple or simple to complex, with either minimal or strategy instructions. Subsequently, each student individually attained four…