This study compared effectiveness of cognitive modeling with and without verbalization in teaching 60 learning-disabled elementary students efficient questioning strategies. Results indicated that both groups showed significant reductions from pretreatment to posttreatment in the number of questions required but no effectiveness differential…

Described is the generative learning strategy, an approach which encourages pupils to discuss their out-of-school ideas about plant breathing, drinking, wood production, soil, minerals, and leaves, and assist them in linking appropriate ideas together to form an explanation of the origin of plant materials. (CW)

Compares the effects on the knowledge structure of the learners of using two different Mindtools--semantic networks and rule-based expert systems--for representing the content of a course. Results showed that students in the semantic network class possessed more hierarchical knowledge structures than the other group. (Contains 29 references.) (JLB)

Explores the utility of mental models as learning outcomes in using complex and situated learning environments. Describes two studies: one aimed at eliciting mental models in the heads of novice refrigeration technicians, and the other an ethnographic study eliciting knowledge and models within the community of experienced refrigeration…

To many in the fields of organizational learning (OL) and knowledge management (KM), the relationship between the two is something of a small mystery. The authors are practitioners coming from the KM side, who in the course of their work developed a process framework to delimit the scope of KM. They believe this framework also provides a context…

This book analyses how racism is reproduced through everyday talk and how ethnic prejudices become shared and may form the cognitive basis of ethnic or racial discrimination in intergroup interaction. The study, based on interviews conducted in California and Amsterdam, focuses on how ethnic attitudes expressed in discourse exhibit sociocultural,…

This paper analyzes Bogdanov's theory of knowledge as found in philosophical dialogues and essays. The style of Bogdanov's writing and his ideas on philosophy, science, scientific constructs, truth, human knowledge, objectivity and ethics are discussed. These ideas are compared to the constructivist view of knowledge. (CW)

This chapter describes current research in cognitive psychology and considers how this work may be applied to the design of instructional materials. The nature of knowing--and of meaningful knowing--are examined, and findings from psycholinguistics and pattern recognition are integrated to provide an understanding of concept and memorization…

Maintains that young children learn to think when they act on objects, thus developing what Piaget refers to as physical and logico-mathematical knowledge. Teachers can encourage thinking/mental action by creating situations that are personally meaningful to the children, by providing decision-making opportunities, and by providing opportunities…

To examine how conceptual knowledge about fraction magnitudes changes as students' learning progresses, 5th and 7th-grade students were asked to solve fraction magnitude problems that entailed finding a fraction between two given fractions and then to evaluate solutions for similar problems that were modeled for them. When the given fractions…

The results of survey of secondary school biology students used to access misconceptions about cells are presented. A distinction between conceptions, misconceptions, and nonconceptions is drawn in terms of secondary school biology concepts. The resilience of misconceptions is discussed. (CW)

Analyzes prior knowledge based on the idea of knowledge structure; the relevance of using knowledge profiles is important in independent, distance learning. Suggests that prior knowledge can be helpful to enhance a student's learning process, to design more flexible learning environments, and to provide institutional support. (Author/AEF)

Examines the psychological basis of hypermedia as a medium for learning, surveys the characteristics of current hypermedia systems, and suggests ways to make hypermedia systems more valuable as instructional environments. Highlights include parallels between human memory and hypermedia architectures; and hypermedia as knowledge presentation,…

The development of children's causal knowledge is investigated by analyzing changes in the content and form of the explanations they generate across the age span of three to nine years. The balance of incremental versus fundamental change and the forms each takes in children coming to understand the working of gears are examined. Three phases of…

In the present study, a semantic perspective on e-learning theory is advanced and a modelling approach is used. This modelling approach towards the new learning theory is based on the four SECI phases of knowledge conversion: Socialisation, Externalisation, Combination and Internalisation, introduced by Nonaka in 1994, and involving two levels of…