Online news literacy training has been so far insufficiently conducted and evaluated, and even less so with younger news consumers. Against the backdrop of online news cognitive processing, interventions against misinformation, and inquiry-based learning, we designed, conducted, and evaluated a pilot online news literacy training with 36…

This study aimed to make and introduce a curriculum in Taiwan for fifth-grade students, merging Scratch animation with the Sustainable Development Goals (SDGs). The curriculum combined the Scratch Reflective AI digital learning platform with conventional teaching methods to assess its effect on students' empathy, self-efficacy, and scriptwriting…

Educating young learners to reason with data is increasingly important given our data-saturated society; yet teachers need support in recognizing and facilitating apt epistemic performance (which involves the beliefs and practices necessary to successfully establish, critique, and use data and knowledge within a domain) regarding data literacy…

National mathematics achievement results show that elementary students in the United States are not increasing in cognitive ability or critical thinking skills (NAEP, 2020). For this increase, mathematically promising students require more opportunities for cognitively demanding mathematics instruction. As a result, this descriptive study focused…

Coming some four years after the introduction of the new National Curriculum, this article considers the media storm and debate around the concept of chronology and how it should be taught in schools. Drawing on empirical evidence, the article strongly suggests that young children are capable of grasping complex temporal concepts, specifically…

This demonstration introduces and presents an innovative online cognitive diagnostic assessment, developed to identify the types of cognitive processes that readers use during comprehension; specifically, processes that distinguish between subtypes of struggling comprehenders. Cognitive diagnostic assessments are designed to provide valuable…

Analyzes selected aspects of Piaget's theory of cognitive development and offers guidelines for primary social studies curricula based on the analysis. (CM)

Identifies kinds of thinking that fit naturally into elementary social studies curricula, using models of thinking that are not complex. Models include general problem solving skills and skills pertaining to specific types of intellectual tasks, such as comprehending information, solving specific problems, researching topics, and making decisions.…

Presents a case for group counseling, a curricular intervention that aids young people in learning how to make decisions, take charge of their emotions and reorder their thinking, and focus on themselves as human beings. They learn to shed their erroneous zones and to opt for a neurosis-free, self-actualized life. (Author/BEF)

Concludes that children have a far broader range of intellectual interests than has generally been recognized. Bringing them into contact with fields of knowledge, methods of inquiry in these fields, and the processes of logical reasoning at a time when they have a natural receptivity which can have a fundamental impact on their intellectual…

Overviews attempts to integrate language arts and social studies and reviews research on language processes. Discusses types of writing designed to produce active and responsible learners. Describes writing exercises designed to enable students to inventory knowledge; to initiate, consolidate, and personalize learning; and to clarify thinking. (RH)

Cooperative classroom planning can provide the pupils many opportunities to learn how to plan together, make decisions together, evaluate experiences together, and get along with each other. (JD)

Points out that children have difficulty learning time concepts. Presents instructional activities for concepts associated with clocks, calendars, and chronology. Outlines Jerome Bruner's three different stages of representation for each concept: enactive, iconic, and symbolic. (DB)

Describes the development of an approach to reading comprehension by teaching 9- and 10-year-old language-disabled and learning-disabled children to think about their thinking. The juxtaposition of reading books and watching videos of the same stories stimulates these children to process written information into a sequence that communicates…

This paper explores the significance of experiential learning in promoting scholarship from a constructivist point of view. Chapter 1 examines the historical perspectives and educational theories that form the basis to experiential education. Chapter 2 explores the work of Jean Piaget, giving a description and explanation of his theories and how…