Describes grade 9 student responses to instructional materials constructed on objectives derived from Piaget's balance and inclined place problems. Concludes the presence of a hierarchy only in the balance objectives. Indicates implications worthy of further studies. (CC)

Teachers should organize their instructional programs on objectives that relate to student and teacher understandings, attitudes, and appreciation rather than on objectives that emphasize performance or competencies. Studies to identify differences in schools achieving lower than expected results on state tests of basic skills indicate three…

Discussion of course structure in active learning at the college level looks at ways level and type of structure can be varied and manipulated to meet challenges presented by a diverse student body. Issues discussed include the relationship of structure to cognitive style and development, fitting structure to content and objectives, and what can…

The traditional lecture format of college courses can be enhanced by including active learning designed to further course goals of learning knowledge, developing skills, or fostering attitudes. Techniques suggested include using pauses, short writing periods, think-pair-share activities, formative quizzes, lecture summaries, and several assessment…

This document examines the educational output of three alternative approaches to introductory macroeconomics at the University of Notre Dame. The framework for evaluation consists of the cognitive and affective tradeoffs entailed by using a new experimental course as opposed to two more traditional courses. The experimental course is a freshman…