Children learn to think and develop concepts by experiencing a wide variety of problems that need solving. Exposure to different conditions and environments also stimulates their thought processes. (CK)

In two investigations students who read an "organizer" before studying biological material scored higher after the learning sessions, and on retention tests, than students who read an historical passage prior to instruction. (AL)

In order to establish a simple, logical relationship between the many elements involved in the new social studies such that they may sensibly be used in the classroom, certain basic questions with answers are spelled out here. (Author/JB)

Applies a previously described theory of comprehension to a specific lesson, showing how 10 defined skills can be taught through reading a single selection. (MD)

Describes an exercise using gravestone rubbings that help students organize data and think inductively. (AEA)

How mathematics subject matter can be enhanced through the scientific reasoning method, how this integration can be achieved, adaptations needed for a modified approach, and resulting attainments are all considered. Prime numbers using the Sieve of Erastosthenes are the vehicle through which the approach is described. (MNS)

Work by Dutch and Belgian researchers on arithmetic problems involving addition and subtraction is reviewed, especially word problems. It is an attempt to synthesize the research on the relationship between instruction in the part-whole line diagram and the solution of problems. Both logical and psychological interpretations are discussed. (MNS)

Presents a model of generative reading comprehension stating that learning to read with comprehension involves acquiring and using some of the same generative skills needed to learn to write. (JL)

Examines ERIC materials on the nature of and supporting the use of invented spelling in elementary school writing. (HTH)

Presents a practical strategy for teaching reading comprehension that is based on current research and consists of five steps: (1) introduction, (2) example, (3) direct instruction, (4) teacher-directed and (5) independent practice. Provides sample lessons for each step. (FL)

Since the brain operates best on multimodal, nonlogical, real-world problems, it may be counterproductive to teach students sequential, logical techniques for solving artificially defined problems. Giving students time to consider and propose solutions for real problems may be a more effective means of helping them learn to think. (PGD)

Discusses the advantages and disadvantages of four methods of teaching reading in the content areas: (1) presenting isolated skills, (2) "aiming" toward content, (3) "guiding" toward content, and (4) presenting skills and content concurrently. (FL)