Offers an eight-stage activity which promotes critical thinking. Notes that the activity starts with analysis of literary characters and culminates with presentations based on interviews of respected adults. (PRA)

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)…

Some considerations and proposals are introduced to improve the efficiency of information management training based on the results of experiments done in this field. The integration of different parts of the information training program into scientific and technical specialties curricula is discussed. (KR)

Argues that students often memorize, without critical analysis, components and processes of subjects in the sociology curriculum. Suggests that using cross-cultural, comparative material is a means of stimulating the critical energy of students, and subverting the tendency toward uncritical acceptance of factual "nuts and bolts." (DB)

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)

A typical instrument used to elicit college students' evaluations of teaching was critically analyzed with reference to two teaching paradigms: transmission and engaged-critical. Analysis revealed that the evaluation form does not represent all conceptions of teaching and learning, but is more consistent with the transmission paradigm and…

Contributes to the emerging picture of children's development of understanding in geometry and the kinds of teaching that can support it. Describes how teachers can use episode writing to capture student thinking and make instructional decisions. (ASK)

Lists eight principles that underlie the philosophy of flexible learning and discusses their implications for a university. Highlights include flexible access to courses, recognition of prior learning, flexible content, flexible participation, flexible teaching and learning methods, flexible resources, flexible assessment, and ongoing evaluation.…

Describes a laboratory notebook designed for junior and senior college students for a fish taxonomy course. Discusses the benefits of drawing and close observation on students' learning. (Contains 15 references.) (YDS)

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)

Discusses the practices of three teacher educators--what they know about teaching teachers to be learners and instructors of literacy. (PA)

Describes action research conducted at two universities in the United Kingdom to discover how students learn in different disciplines. Results of questionnaires and focus group interviews are presented that discuss how learning takes place; different learning outcome demands of different disciplines; and differences in knowledge structures,…

Introduces a role playing activity that actively engages students in the learning process of mitosis. Students play either chromosomes carrying information, or cells in the cell membrane. (Contains 11 references.) (Author/YDS)

This paper answers several frequently asked questions about constructivism, including how to define it, how to plan the curriculum, how to assess student understanding, what to do with the information, where to begin, how students work in a constructivist classroom, and why constructivism is important. (SM)