Studies the performance of a novice Spanish student using a Computer-assisted language learning (CALL) system designed for vocabulary enlargement. Results indicate that introspective evidence may be used to validate performance data within a theoretical framework that characterizes the learning approach as "surface" or "deep." (25 references)…

A total of 42 kindergartners and 42 first graders received either metalevel or skill and drill instruction in phonemic awareness for 10 weeks. Results supported evidence that phonemic awareness is related to reading achievement. The metalevel form of instruction was strongly related to improvement in reading ability of first graders. (SH)

This introduction to four papers, which discuss cognitive strategy research with secondary students who have learning disabilities, outlines Edwin Ellis's Integrated Strategy Instruction model for helping students learn content in a strategic manner, identifies model aspects requiring revision, and notes the model's theoretical underpinnings and…

This paper comments on the Integrative Strategy Instruction Model, the Strategies Intervention Model, the Content Enhancement Model, and Process-Based Instruction, concluding that such integrative models are appealing because they draw teachers of students with learning disabilities away from strategy training in nonauthentic settings and from…

Provides an annotated bibliography of 11 books from children's literature that can be used to help teach geographic location. Categorizes the books by both geographic skills and grade levels. (CFR)

Asserts that the use of historical novels in the elementary curriculum is becoming increasingly popular. Provides a four-step process that guides instruction using novels. Includes recommendations for selecting the novels, preteaching activities, and enrichment activities. (CFR)

This response to Gersten and Dimino (EC 606 357) proposes that difficulties with both whole language and direct instruction of students with learning disabilities can be avoided with a model of instruction based on research in cognition and metacognition. Three techniques are discussed, including situated cognition, cognitive strategy instruction,…

Synthesizes research findings and theoretical perspectives of advanced technologies as they relate to learning. The article identifies and discusses several issues for the design and use of multimedia applications. The article examines behaviorist, cognitive, and constructivist approaches to learning, noting their relationship to multimedia…

Describes two aspects of metacognition, knowledge of cognition and regulation of cognition, and how they relate to domain-specific knowledge and cognitive abilities. It is argued that metacognitive knowledge is multidimensional, domain-general in nature, and teachable. Four instructional strategies are described for promoting the construction and…

Focuses on the effects of the application of two problem-solving techniques--metacognitive and heuristic--on the achievement of students in the computation of creative mathematics problems. Results indicate that there was a significant difference in the achievement of experimental and control groups. Contains 24 references. (Author/ASK)

Elaborates on the concept of information going through a cultural revolution. Suggests that students require active intellectual skills such as the ability to scan, to make connections, and to manipulate many forms of information. Argues that science educators need to reconceptualize the theory and practice of learning in a digital age.…

A university outdoor education teacher noted that some students were indifferent or hostile to reflecting on activities. Theorizing that low-level physical challenges, such as group initiatives, may be more difficult to reflect on, he designed activities to gradually develop students' reflection skills prior to participation in group initiatives.…

Explains why it is important for chemistry educators to know about metacognition, provides some examples to illustrate main points, and discusses some instructional tools that have been employed to promote metacognition in introductory science courses. (Contains over 50 references.) (WRM)

Presents a conceptual foundation for using concept mapping as a cognitive learning strategy and as a method for assessing structural knowledge; reviews the growing body of research related to both applications. Describes some of the conceptual and empirical limitations of concept mapping. (Author/AEF)

Explores student ability to differentiate and make mappings between quantities in different domains before and after a relevant curricular experience. Contends that conceptual bootstrapping involves a multistepped mapping process that is facilitated through classroom dialog, problem solving, and instruction. (Author/DKM)