Thirty-eight sixth graders were trained in fraction calculation through progressive transformation dialectics (PT) whereas a control group of 38 was taught through a traditional mathematics education framework. The PT group, encouraged to form network-type knowledge representations, performed better on problems that required more than mere…

Describes a critical thinking course in which students perform ongoing critical analyses of themselves. Argues that developmental students lack internalized knowledge. Discusses four questions that students answer throughout the course: "Who are you?""How did you get that way?""What do you want to become?" and "Who are you now?" (AJL)

Describes multiple intelligence instruction (MII), based on the theory that humans possess seven intelligences: visual, musical, logical-mathematical, intrapersonal, interpersonal, linguistic, and bodily-kinesthetic. Argues that current methods of assessment are deficit-based and, therefore, not helpful in assessing MII students. Describes an…

The purpose of this paper is to reopen the discourse on cognitive skill acquisition to focus on the interactive effect of differences in cognitive construct and instructional format. Reports an examination of the contextual issues involved in understanding the interactivity of instructional conditions and cognitive style as a meta-knowledge…

Investigates students' abilities to draw inferences. Introduces cognitive conflict in the form of video clips of reasoning expressed by students. Documents change with regard to the levels of observed response for the protocol and the use of displayed variation in the graphs. Analyzes change associated with the presentation of cognitive conflict.…

Summarizes research-based principles of learning, which include underlying assumptions, outcomes-based learning, objective-referenced assessment, the facilitation of higher-level thinking, and cognitive/affective/psychomotor learning. Suggests strategies for applying these principles to course development and delivery. Adds that most of these…

Conventional instruction in critical thinking may ignore the creative and intuitive functions of rationality, thereby encouraging a mechanically rote approach to textual analysis, problem solving, and problem construction. Such an overemphasis upon logical "calculus of justification" functions has epistemological weaknesses and pedagogical…

The paper describes and advocates process-oriented rather than product-oriented approaches to language intervention for students with language-learning disabilities. The paper discusses the need for different reasoning strategies in language intervention, a "levels of competence" macromodel for language intervention, a process-oriented micromodel,…

The article presents a model of learning based on the four learning stages of (1) acquisition, (2) proficiency, (3) maintenance, and (4) generalization. The importance of directing instruction at the appropriate learning stage is stressed and examples are given. (DB)

A rationale for restructuring preservice teacher education programs to include higher-order thinking skills is presented. Models for such programs are reviewed and strategies are provided for course revision that reflects the infusion of a higher-level thinking emphasis. (IAH)

Describes Baltimore County (Maryland) Public Schools' integration of a mastery learning project for third and fourth graders begun in 1980 with a subsequent thinking skills project. The basic premises of each program (that students will learn well, given time and appropriate instruction) were similar. A sidebar illustrates the divergent…

Maintains that prepackaged sets of strategies and tactics, as well as step-by-step procedures for teaching thinking skills, often lead to ritualistic and routinized practices that curtail thinking by both children and teachers. (BB)

Reviews theory and research on the use and effectiveness of metaphors, analogies, and models as instructional tools. Concludes that the use of metaphors and other figurative devices promotes the acquisition of new knowledge. Suggests possible design and use of instructional metaphors. (FMW)

Defines the method of "think alongs," which are representations of a reader's process of constructing meaning. Illustrates how think along methods of reading instruction might be used in secondary science, math, or social studies classrooms by focusing on critical learning issues in each area. (HB)

This article introduces a series of papers on cognitive process-based instruction for students with learning disabilities. Cognitive process-based instruction is defined and differentiated from the process training advocated by S. Kirk in the 1970s. The method's basis of sound theory and academic tasks is stressed. (DB)