Throughout the history of education, debate has existed between the relative merits of instructed versus constructed knowledge. In this article, we review our program of research in science education for students with disabilities in order to reveal some insights into this debate. We review research in science curriculum, mnemonic strategies,…

A comprehensive, formal comparison of strategies used by preservice teachers to learn how to use new technology has yet to be researched. Understanding the relative strengths and weakness of learning strategies would provide useful guidance to educators and students. The purpose of the current study was to explore the effectiveness of four…

This study was undertaken to demonstrate the effectiveness of utilization of discovery learning episodes with four different treatment groups: one seventh-grade history class; two preservice education classes (elementary and secondary); and an in-service teacher workshop. The discovery episodes consisted of readings, large- and small-group…

This article demonstrates how the "discovery method" of teaching can be used in a basic graduate statistics course in education. The development of a technique for measuring the relationship between two variables is used in the course of this demonstration. (Author)

Statements by proponents of the new'' social studies are examined. A perspective is developed from which there may be choices among goals, methods, curriculum materials, and approaches to value issues in teaching social studies. (SM)

Describes a project that helps children to realize the potential use of fractions and therefore have an incentive to learn them. (RB)

Discussed are possible lessons for teaching the algebraic concepts of variables, rational expressions, and functions. (CT)

Describes the approach and results of the Supermarket Discovery Center Demonstration Project, a program attempting to provide pre-school children with meaningful learning experiences while their parents are shopping. (LS)

Outlines a course designed to teach students how to write descriptive and informative abstracts. (HOD)

Describes an experiment which compared the effectiveness of explicit instruction in problem-solving methods to an indirect, guided-discovery approach upon stimulus-bound and stimulus-free thinkers in the third and fourth grades. Findings suggest that logical problem solving is best taught using explicit instructions for both types of thinkers. (AM)

Instead of teaching his fifth-graders a formula, a teacher leads them to discover an important mathematical concept on their own. Learning through discovery is probably the very essence of meaningful understanding and retention. (Author/MLF)