Suggests that the process view of science is flawed. Argues that (1) it is superficial and misleading to portray the method of science in process terms; (2) many of the processes have no special association with science; and (3) there is no evidence that performance is improved. Speaks of the challenge facing science education. (RT)

Examines the problem-solving strategies of experts and novices. Summarizes the overall performance of four experts and eight novices. Examines several protocols in depth in order to show how subjects introduced new terms and relationships during problem solving sessions. Compares the strategies of expert and novice problem solvers. (CW)

Using the Native American learning styles of haptic, right brained, and holistic learning, teachers could develop appropriate classroom activities and expectations that would increase the likelihood of success for more Native American students. Individualization, peer teaching, non-threatening evaluations, incubation time, and private practice…

Presents an adaptation of "Euler's Circles" as a metacognitive tool for learning. Provides background about diagraming and learning theory. Details concept circle diagrams and considers their relationship to Ausubelian learning theory. Gives examples of the use of concept circles and rules for concept circle construction. (CW)

Describes a unique educational program at the Peers School (Oxford, England) involving integration of science and craft and design technology and how it is structured. Shares practical experiences and difficulties. Comments on questions that have been posed regarding this program. (CW)

Reviews current findings of empirical research on older adult learning, notes key differences in how older adults and young people learn, and suggests strategies that could be used to enhance the effectiveness and efficiency of instruction designed for the elderly. (33 references) (Author/LRW)

Attempts to show that not only can density be taught to lower ability pupils but that by doing so, there is the possibility of assisting pupils to develop their reasoning powers. Lists teaching activities that help in this process. (CW)

Examines various types of problems that researchers have used to demonstrate problem solving. Focuses on genetics problems. Discusses classes of learning outcomes, conceptual knowledge gains, content-independent heuristics, content-specific procedures, understanding the nature of science and a typology of genetics problems. (CW)

Simulation of a situation (e.g., a hotel experience) emphasizing setting, role, and mood, helps students of intermediate French to use role play and to understand the causative structure in dialogue. (CB)

Outlines the curriculum used in the nineteenth century in Canada for instructing elementary and secondary students in grammar and composition. Notes that modern teachers of English have continued to rely upon the aims of traditional pedagogy because other programs for writing instruction have not displaced older pedagogical beliefs and…

Describes 10 ideas for using recitation to strengthen reading comprehension, including: (1) what did I just say? (2) one thing I learned today; (3) student-generated test questions; (4) guess what will be on the test; (5) where is it located in the book? (6) teacher show and tell; (7) inquiry training; and (8) what's the big idea? (SKC)

Suggests ways in which students can elaborate upon activities for improving thinking skills to produce interesting and creative poetry. (JC)

Describes study of eighth grade students conducted to test the effectiveness of mnemonic techniques to recall attributes of minerals. Results indicate that mnemonic instruction, when accompanied by experimentor-provided keywords and mnemonic illustrations, produced superior recall on both immediate and delayed performance tests. (Author/LRW)

Examined patterns of variance for sex and grade level using the Nelson Reading Test, the Gates-MacGintie Reading Test, and the Spache Diagnostic Reading Scales for first to eighth grade students referred for possible reading disabilities. Females outscored males significantly on all measures. Found differences among grades in regard to both…

A study evaluating a self-questioning summarization strategy analyzed the learning and retention of social studies materials by learning-disabled and underachieving seventh- and eighth-graders (N=8). All students learned and maintained the summarization strategy (sometimes with individualized modifications) which effectively increased retention.…