Investigates ways of prompting middle school science students to reflection. Contrasts two types of reflection prompts, generic prompts and directed prompts. Discusses the relationship between reflection types and student understanding of a science project. Describes the role of reflection in prompting multiple, complementary knowledge integration…

Argues that problem-based learning (PBL) shows students that the best scientists are not those who memorize facts, but rather those who apply facts in a creative manner. Explains that the author, who incorporated group learning into a general education science course, found that PBL led to increased class attendance and participation. (Contains…

Describes the results of an assessment of the Problem-Based Learning (PBL) Initiative at Samford University in Alabama. States that surveys were sent to faculty and students in PBL and non-PBL courses. Reports that PBL students were more likely than non-PBL students to agree with positive statements regarding educational outcomes. (NB)

Presents an inquiry-based research model for high school students to engage in inquiry learning. Provides students and teachers with a better understanding of inquiry and greater confidence in their critical thinking skills. (Author/SOE)

Methods for teaching problem-solving strategies for word problems to students with learning disabilities are described in the context of the 1989 National Council of Teachers of Mathematics Curriculum and Evaluation Standards. Examples are given for using the specific strategies of diagrams, ratio equations, tables, and inverse operation…

Responds to Major's (1996) and Ioup's (1996) criticism of this author's theory of language acquisition. The author agrees with both critics that abstract systems of phonology are acquired. He concludes that the proper study of language acquisition is to chart the course by which perceptual, motoric, and cognitive functions induce structure. (31…

Discusses a computer-assisted language learning model developed by the Didascalia center designed to comply with as many Belgian criteria as possible and based on contents and events in an object-oriented approach. Describes how the didacteme as basic object can enhance learner-content interaction and how this approach can lead to a new platform…

Describes the success of early childhood education programs in Eritrea which are based on the principle "we should proceed in the way we wish to finish." Identifies the social, cultural, and developmental factors an educator must consider. Notes how multilingualism and multiculturalism are of special importance in Eritrean early…

Maintains that the lecture method in history can still function as an effective means of instruction if approached with a critical perspective. Outlines creative and engaging approaches for the history lecture and specific suggestions for organization, delivery, and content coverage. (MJP)

Offers a framework for effective integration of the Internet, especially the World Wide Web, into the curriculum. Highlights include distance learning, learning preparation and follow-up, multi-site collaborative learning, marketing materials to other institutions, student outcomes assessment, and evaluation/process improvement. (LRW)

Notes that one way to ensure that students understand the importance of developing communicative abilities is to utilize Spanish language resources in the United States, as in an excursion to a "tienda" (shop), where they negotiate with the Spanish-speaking owner. (seven references) (Author/CK)

Describes the habits of mind that would be most desirable for students to develop. In high school for example, content-specific habits would include geometric habits of mind that support the mathematical approaches, and algebraic ways of thinking that complement the geometric approaches. (AIM)

Assesses the effectiveness of using pop quizzes and rewards to improve student retention of the nitrogen cycle. Students able to diagram the N cycle on pop quizzes were rewarded with special cards that included the N cycle. These cards could then be used on subsequent tests in place of memory alone. Six of 11 students tested three months later…

Outlines some techniques to increase student participation, interest, and learning that involve asking better questions and waiting an appropriate amount of time for the student response. Also explains the need for a good questioning technique that yields sufficiently difficult questions. (DDR)

Explores students' opinions, over a three-year period, of human service education. Surveyed 172 students enrolled in an introductory human services courses. Results indicate that students were overwhelmingly positive about their experiences with cooperative learning and the increased attention offered by small groups. Many appreciated the…