Discusses different roles the problem statement can play in inquiry and some resulting classroom implications. (SL)

Reviews Piagetian concepts, the identification of student cognitive level of development, and chemistry instruction. (SL)

In this article the stages of learning how to read are outlined, and successful methods of teaching reading are described. (JD)

The implications of the interaction between knowledge acquisition and problem solving are discussed. Options for the teaching of problem solving are listed including: giving students the opportunity to solve many problems, facilitating students' exploration of the mental processes used to solve problems, and providing explicit training in the…

Examines materials in the ERIC database on the Suggestopedia method of instruction which bypasses the mind's barriers to learning and increases learning and retention. (HTH)

Writing samples from 21 fourth and fifth grade learning-disabled students illustrate three typical problems. The Cognitive Strategy Instruction in Writing program incorporates strategies for performing the writing process and for enhancing student awareness of the roles of audience and text structure in planning, organizing, writing, editing, and…

Suggests that using Bloom's taxonomy of the six levels of cognitive operations--knowledge, comprehension, application, analysis, synthesis, and evaluation--can help instructors formulate challenging questions which guide students' critical thinking skills. (MM)

The theoretical bases of process-oriented approaches for teaching writing to mildly handicapped students are described. Instructional features of such approaches include opportunities for sustained writing, establishment of a writing community, student selection of topics, modeling of the writing process and strategic thinking, reflective thinking…

How students are convinced that they have the correct solution to a problem, free of contradiction, is discussed. The role of counterexamples and the need for a situational analysis of problem-solving behaviors are each included. (MNS)

Research on metacognition is reviewed. Suggestions for adopting a metacognitive approach in the classroom are discussed. (ML)

Reviews findings from three diagnostic studies which focused on the problem of tautological explanations. Includes a report on a teaching intervention strategy which resulted in the improvement of pupil performance. Suggests that avoidance of tautology can be taught. (ML)

Discusses management of two interdependent domains of inner behavior in the micro-information environment: voluntary or affective skills and intellectual or cognitive skills. Examples are given under six principles for boosting motivational level of user of information services: affective knowing, social facilitation, affective Zeigarnik effect,…

To overcome learner dependence when modeling cognitive processes, one teacher used direct teaching of specific thinking skills with her middle school language arts students. The teacher introduced the skill of analyzing for personification to her students. The class experimented with the skill, completed the task, and applied the skill to…

Describes the rationale for teaching the cognitive context of argument and argumentation, presents an example of an approach to value argument, and discusses the role of the unconscious in argument. (PD)

Examines the issues of how one makes sense of a poem and how to characterize groups of learners, their responses, their attitudes, and their stance in their social constructions of reality. (DF)