Examines three different regression models of small group problem solving. (JK)

Presents a decision model for selecting interactive media formats to solve human performance problems in organizations. Training problems and motivational problems are discussed, change strategies and assessment of values and aptitudes are described, and case studies that apply the decision model are included. (LRW)

Suggests a model for teaching mathematics with three dimensions: facts and skills, understanding, and problem solving. Geometric examples are used to illustrate each dimension and suggestions for integrating the teaching of the three dimensions are given. (PK)

Proposes that students learn and do chemistry based on their own beliefs. Expresses concern that the educational system supports and rewards the learning of facts over the learning of concepts and general skills. Offers suggestions for instructional improvement. (TW)

Three models are described: an education model that focuses on educational objectives, teaching methods, and assessment; a social change model that considers the environment; and a problem-based model that focuses on the professional context and order of complexity of professional problems. (Author/MLW)

Female education majors in a physical science course were given a set of tasks analogous to a given, solved prototype-task to investigate how transfer items were handled. Also used a conceptual model along with the solved prototype and a general procedure for applying the conceptual model to the transfer items. (Author/JN)

This paper examines the role of the educational linking agent in facilitating the dissemination and use of research information at the local school level. A model is developed. (Author/MLF)

The focus is on the metacognitive awareness of ten high-achieving high school pupils from Denmark and England and their cognitive learning process. Un-structured interviews in smaller groups investigates how they say they learn a mathematical concept that is new to them. I develop the "CULTIS model for analysis" (Consciousness,…

We report a study of 10-14 year old children's use of additive strategies while solving ratio and proportion tasks. Rasch methodology was used to develop a diagnostic instrument that reveals children's misconceptions. Two versions of this instrument, one with "models" thought to facilitate proportional reasoning and one without were…

In the study, a part of longitudinal research focused on the emergence of mathematical knowledge structures in a learner's mind is presented. It concentrates on the analysis of introspective data gained from the author's study of a non-standard arithmetic structure in terms of the model of abstraction in context (Hershkowitz, Schwarz and Dreyfus).…

To examine the utility of the "Systematic Self-Reflection" (SSR) process, a study investigated the effects of three levels of self-reflection--systematic, focused, and random--on problem solving and efficacy in 62 elementary school teachers. The study examined the application of four components of a problem-solving model (problem…

This report describes the decision-making model that provides the theoretical framework being developed by the Early Childhood Research Institute on Measuring Growth and Development (ECRI-MGD) in a 5-year project to generate a set of common child and family indicators that can be used within a comprehensive system of service delivery for young…

One potential factor contributing to increased productivity in higher education is the implementation of instructional innovations. A model of the innovation process was tested. Results suggest that formal organizational mechanisms for facilitating the discovery and implementation of innovations are as important to the process as faculty…

Presents a model for solving genetics problems when problem statements include information on which alleles are dominant/recessive and on what forms of a trait are coded for by the alleles. Includes procedural steps employed in a solution and conceptual knowledge of genetics/meiosis allowing students to justify what they have done. (Author/JN)