The teaching of research methodology to graduate science students places an emphasis on scientific reasoning and on the generation and evaluation of evidence in support of research conclusions. Very little attention is paid to the teaching of scientific creativity, the processes for generation of new ideas, hypotheses, and theories. By contrast,…

The availability of technological tools is promoting a shift toward more student-centered online instruction. This article describes the implementation of a Problem-Based Learning (PBL) model and the technological tools used to meet the expectations of the model as well as the needs of the students. The end product is a hybrid course with eight…

There are at least three powerful insights for educational technology researchers and designers from recent neuroscience studies of the brain and from cognitive science research findings: First, our brains learn and process two very different types of knowledge; non-conscious, automated, procedural, or implicit knowledge, and conscious,…

This article focuses on the practical issues in implementing instructional approaches based on constructivist views of learning. The authors do not view this as a procedural guide, but rather believe that the design of these inquiry based learning (IBL) approaches must be guided by the view of learning represented in constructivist frameworks.…

Synthesizing a decade of research, the author describes a taxonomy of meaningful learning. The most meaningful learning outcome is problem solving. In this taxonomy, four different kinds of problem solving are arranged in a hierarchical manner. Prerequisite/corequisite with problem-solving outcomes are two fundamental reasoning skills that…

Discussion of teaching practices that are effective in developing higher cognitive functioning focuses on curriculum development for at-risk students. Four main strategies are addressed: (1) big ideas; (2) linked concepts and connected knowledge; (3) depth of understanding, including declarative, procedural, and conditional knowledge; and (4)…

Describes generative learning environments for teaching mathematical problem solving that were developed at the Vanderbilt University Learning Technology Center. The theoretical framework is discussed; design principles are explained, including a video-based presentation format; and the use of videodisc and hypermedia is discussed. (37 references)…

Describes a study that was designed to investigate the relationship between certain features of interactive video design and the deployment and development of cognitive problem-solving skills. Middle school mathematics students used for the study are described, the use of videotapes and interviews is discussed, and group dynamics are examined. (26…