Describes new college teaching techniques using the brain-compatible teaching and learning model. Demonstrates that learning is based on the process of detecting and making patterns. Suggests maximizing use of local memory function to reduce dependency on rote learning and varying methods of classroom presentation to target different learning…

Presents an overview of developmentally appropriate practices for preschool classrooms. Discusses the role of the teacher, and emphasizes the use of age-appropriate schedules, space, group and individual activities, music and movement, as well as interest-based curricula. (MOK)

Shows the effects of a tutorial program for college students using process-oriented instruction. Process-oriented instruction combines domain-specific knowledge with teaching thinking strategies. Tutorials included a diagnostic learning style instrument and learning guides. Evaluation questionnaires and exam scores both indicated improved study…

Introduces the field of intelligent computer assisted language learning (ICALL) and relates them to current practice in computer assisted language learning (CALL) and second language learning. Points out that ICALL applies expertise from artificial intelligence and the computer and cognitive sciences to the development of language learning…

Points out a misconception that is reinforced in many elementary and advanced chemistry texts. Discusses the general limitations of the orbital concept. Notes misconceptions related to the transition elements and their first ionization energies. (MVL)

This article considers the relationship between teachers' ideological beliefs about education and the decisions they make, focusing on beliefs regarding purpose of schooling and process of knowledge acquisition. The effects of teacher beliefs on adoption and implementation of instructional innovations, particularly cooperative learning, are…

Describes a study designed to compare student success in a concept mapping exercise with the cognitive preference of the student, and to determine whether students achieve better using individualistic or cooperative learning modes in the concept mapping exercise. Discusses the background, methodology and results. (CW)

Brings together critical theory and sociohistorical and sociocultural theories to explore why current reform efforts have not significantly changed the nature of teaching and learning contexts, teacher-student relationships, and the knowledge forms and uses constructed in school settings. Current contexts of school learning restrict access to…

Proposes changes in elementary curriculum and Montessori teacher training programs that would strengthen the impact of Montessori's views on the education of children ages 6 to 12. Discusses reorganizing the elementary curriculum around broad themes or stories that would serve as paths introducing children to the broader world of learning and be…

Maintains that research indicates that age is the primary factor influencing aesthetic response. Reports on a study of aesthetic preferences among 24 students at ages 8, 10, and 12. Finds that response style was a more significant factor than age. (CFR)

Contends that, although social studies teachers want students to think, research indicates that most teaching emphasizes knowledge, leaving few opportunities for students to think about it. Discusses criteria to assist teachers and strategies that promote student thinking. (CFR)

Asserts that a primary goal of social studies is to prepare students to make informed decisions on public and political issues. Maintains that the most effective approach to teaching critical thinking is through infusion--teaching thinking skills in the context of subject matter. (CFR)

Maintains that preservice education courses (or "methods" courses) need to provide teacher candidates with opportunities to use their own stories and experiences in a naturalistic or "researching" approach to teaching young children. This approach will help preservice teachers learn how children use their past experiences…

Asserts that the development of abstract knowledge and critical thinking skills has been extolled as a primary goal of education. Reviews research in problem solving and other educational endeavors. Maintains that learning abstract solution principles is enhanced when instruction is accompanied by examples illustrating those principles. (ACM)

Discusses the following themes that pervade individual articles in this volume: (1) critical reasoning; (2) inductive anthropology; (3) active learning; (4) discovery; (5) open versus closed anthropology; (6) reflexivity; (7) cross-cultural comparisons; (8) films; (9) holism; and (10) problems in the 1990s. Suggests that these themes will be at…