Focuses on the enhancement of chemistry students' skill in problem solving utilizing problem categorization techniques. Indicates that explicit training in categorization skills can lead to higher achievement in complex problem-solving situations but that such achievement may be limited by the lack of linkages between students' conceptual…

Presents two cognitive models that illustrate the commonalities between reading for meaning and solving mathematical problems with meaning. Discusses the importance of number sense in the prior knowledge component of the solving with meaning model and the implications of the models in teaching mathematics. (MDH)

Examines how allowing children to make choices can affect the quality of thinking in the school environment. Discusses teacher's role in creating a learning environment in which an exchange of viewpoints is encouraged, one that allows children to make and defend their own intellectual decisions. Offers several examples of classroom choices that…

Asserts that metacognition is one of the most important developments in the contemporary study of learning. Proposes a theoretical analysis of a number of interrelated issues with regard to their importance for metacognition. Focuses on strategy selection in light of the impasse-based theories of problem solving. (CFR)

Tested the Watson and Busch model of how children learn LOGO programing. Investigated second- and fifth-grade students' stage of cognitive development, stylistic preferences, and strategy usage. Field-independent children showed a marginal advantage over field-dependent children in learning to program in LOGO. (MM)

Kindergarten students' (n=7) thought processes were investigated during a problem-solving task to gain insight into students' problem-solving strategies and to guide students toward a closer awareness of their own mathematical thinking. Outlines some of the processes and problems of implementing a constructivist approach by an experienced teacher.…

A mapping procedure based on the SOLO Taxonomy developmental model was used to classify the problem-solving strategies of students (n=34) in grades K-2. Only one multiplication problem was used to isolate three components of the problem-solving procedure. (MDH)

Examined the quality of responses of six classes of grade six students to four questions requiring multiple and generalized solutions posed under varying conditions. Results indicated that this type of question can be useful in classrooms because students can respond at a variety of levels. (13 references) (MDH)

Twenty-four sixth-grade children participated in clinical interviews on ratio and proportion before receiving instruction in the domain. Student thinking was analyzed in terms of mathematical components critical to proportional reasoning. Two components, relative thinking and unitizing, were consistently related to higher levels of sophistication…

Argues that the dichotomy between domain-specific and general theories of cognitive development addressed in the "Merrill-Palmer Quarterly" special issue is unproductive. Suggests that polarities of generality and specificity exist in creative tension as seen through developmental processes. (Author/BB)

Discussed is a constructivist model of science learning and its possible use in the treatment of science misconceptions. Science learning as conceptual and methodological change is described. (KR)

Describes the development and use of two computer simulations for investigating systems thinking and environmental problem-solving in children (n=92). Finds that older children outperformed younger children, who tended to exhibit magical thinking. Suggests that seemingly isomorphic environmental problems may not be interpreted as such by children.…

Examines the thinking and reasoning skills today's students need, reviewing promising approaches to understanding and improving these skills offered by cognitive psychologists and philosophers, evaluating the contributions of each approach, and suggesting how explanations offered by cognitive psychologists and criteria for evaluating students'…

In this interview, psychologist Andrew Meltzoff dispels some popular myths and discusses insights from cognitive developmental psychology to enlighten educators. Studying infants and listening to young children has led experts to revise their ideas about the thought/language relationship. Play activities are profound learning experiences. (MLH)

Introduces the growing body of research on development of scientific reasoning skills, focusing on reasoning and problem-solving strategies used in experimentation and evidence evaluation. Maintains that current research examines strategy development and use in moderately complex domains to examine conditions under which subjects' theories…