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Rateb Ashour; Iman Muhaidat – Educational Process: International Journal, 2025
Background/purpose: Language is essential for communication and thought, enabling learners to convey ideas and emotions through structured speech supported by gestures, expressions, and intonation. Oral expression, a key educational skill, involves intellectual, linguistic, and physiological processes shaped by cultural and linguistic factors.…
Descriptors: Speech Communication, Oral Language, Language Skills, Expressive Language
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Xuanyi Eliza Wu; James Ko; Jin Sun; Trevor Lee – Reading Psychology, 2025
Knowledge of conservation and conflict resolution is crucial for young children's academic and socio-emotional success. Dialogic instruction implemented in kindergarten classrooms is essential for young children's cognitive development and problem-solving abilities. Storybooks incorporate content knowledge and real-life experiences enhance…
Descriptors: Foreign Countries, Kindergarten, Young Children, Early Childhood Education
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Vilnite, Fiona Mary; Marnauza, Mara – Music Education Research, 2023
Mental training has been employed successfully by experienced musicians, but rarely explored with younger learners. Considering its benefits, however, including the use and development of predictive, feedforward processes, identified in neuroscience as being central to playing a musical instrument, this mixed qualitative-quantitative study…
Descriptors: Cognitive Processes, Training, Music Education, Musical Instruments
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Álvarez, Vanessa; Torres, Tarcilo; Gangoso, Zulma; Sanjosé, Vicente – Journal of Baltic Science Education, 2020
In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while…
Descriptors: Physics, Chemistry, Science Instruction, Problem Solving
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Boyle, Justin D.; Kaiser, Sarah B. – Mathematics Teaching in the Middle School, 2017
All students should be provided with opportunities to develop conceptual understanding prior to procedural fluency. To develop students' conceptual understanding, teachers must learn such skills as how to select, plan, and enact cognitively demanding tasks (CDT) and to evaluate evidence of student learning. Therefore, teachers need opportunities…
Descriptors: Mathematics Instruction, Mathematical Concepts, Concept Formation, Skill Development
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Leitze, Annette Ricks; Soots, Kristen L. – Mathematics Teaching in the Middle School, 2015
Teachers across all grade levels agree that problem solving and reasoning are areas of weakness in students. Assessments among U.S. students indicate that these weaknesses persist (NCTM 2014) in spite of repeated calls that date back more than thirty years for increased problem solving, reasoning, and sense making in our schools. The NCTM is…
Descriptors: Mathematics Instruction, Mathematics Skills, Problem Solving, Mathematical Logic
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Graulich, Nicole – Chemistry Education Research and Practice, 2015
Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and…
Descriptors: Organic Chemistry, Science Instruction, Scientific Concepts, Problem Solving
Carver, Sharon M., Ed.; Shrager, Jeff, Ed. – APA Books, 2012
The impulse to investigate the natural world is deeply rooted in our earliest childhood experiences. This notion has long guided researchers to uncover the cognitive mechanisms underlying the development of scientific reasoning in children. Until recently, however, research in cognitive development and education followed largely independent…
Descriptors: Thinking Skills, Class Activities, Learning Activities, Science Education
Hallam, Susan – Psychology Teaching Review, 2010
This paper explores the relationships between the development of expertise and transitions. It sets out what we know about the development of expertise, changes in the brain as expertise develops, and how transitions between different learning contexts and the challenges that they present may impact on developing expertise. It sets out a series of…
Descriptors: Expertise, Learning Processes, Brain, Context Effect
Ward, James M. – Sci Educ, 1969
Descriptors: Cognitive Ability, Cognitive Processes, Concept Formation, Learning
Hoepfner, Ralph – J Res Develop Educ, 1969
Descriptors: Aptitude, Cognitive Processes, Concept Formation, Intellectual Development
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Blanchard, Jay; Carey, John – Reading Psychology, 1987
Suggests that critical thinking (the ideological immune system) can prevent or inactivate virus-like ideas (ideas that can invade a host, damage the host, and cause the host to replicate and transmit the ideas--infecting other hosts and propagating the ideas). Proposes that critical thinking alleviates many mental health problems. (SKC)
Descriptors: Cognitive Processes, Concept Formation, Critical Thinking, Elementary Secondary Education
Hunt, David E. – Behavioral and Social Science Teacher, 1973
Planning interdisciplinary education requires attention to the steps by which a student can learn to look at a problem in a more complex fashion, to coordinate perspectives and to synthesize these into a more integrated understanding. (Author)
Descriptors: Cognitive Processes, Concept Formation, Curriculum Development, Educational Problems
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Tennyson, Robert D.; And Others – Journal of Educational Psychology, 1981
The proposition was investigated that concept learning is a twofold process: acquisition of a prototype and development of generalization and discrimination skills. The assumption that formative evaluation procedures are necessary when attempting to prepare better instructional treatments for improved student performance was tested. (Author/GK)
Descriptors: Cognitive Processes, Concept Formation, Discrimination Learning, Formative Evaluation
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Carlsen, James C. – Music Educators Journal, 1973
Considered conceptual learning in music education and its meaning for students. (RK)
Descriptors: Affective Objectives, Cognitive Objectives, Cognitive Processes, Concept Formation
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