The perceptual transformation approach was found to be more effective in facilitating the acquisition of conservation subskills than the numerical operational approach. Neither approach was effective in facilitating the acquisition of conservation of number by nonconserving 4- and 5-year old children of lower socioeconomic status. (MN)

College undergraduates read stories from one of two directed perspectives or no directed perspective. An idea's significance in terms of the assigned perspective affected both initial learning and recall one week later. Schemata, or conceptual frameworks, were assumed to aid in memory and retrieval. (Author/GDC)

As an example, two aspects of children's conservation are explained: decalages and the shift from perceptual to quantitative cues. This approach, relative to structuralist formulation, involves cognitive factors such as prior learning, as well as impinging social experience. It is compatible with Piaget's theory, yet simpler and more flexible. (CP)

Teachers use questioning as a key instructional tool for a number of reasons. Four reasons were highlighted. As well, six major classes of questioning were evaluated. (Author/RK)

According to the author, business education teachers should develop their own economic background in order to prepare students for understanding of economic concepts. He notes that all basic business courses should be reviewed for inclusion of relevant current economic issues. (MF)

A criterion-referenced measuring instrument was developed from a national survey of quantitative skills/concepts required by entering first grade students and individually administered to 273 children three to six and one-half years of age. By comparing mastery age of each of the 153 skills/concepts, sequential patterns of development were made…

Shows that shifts in children's organizing behaviors occur relatively independently of changes in ability. (RL)

This article reviews recent research studies and experiences relating the learning theories of Ausubel to biology instruction. Also some suggestions are made for future research on the learning of biology. (MR)

The classroom use of attribute blocks to develop thinking skills is defended in this article. Divergent-productive thinking is identified as an important skill that can be developed by using these blocks. However, teacher commitment and involvement in the program is considered necessary. Suggestions for using these blocks are included. (MA)

An experimental and control group of thirty-two four and five year-old children received identical quantitative tasks except for the language used. Results showed that children's difficulties with simple arithmetic tasks were not purely linguistic. The conclusion supports the suggestion that the development of language is intertwined with…

Research based upon the concept that teaching consists of separate, enumerable acts has proven the opposite: that it is composed of interrelated activities and influences. (MJB)

Tests can identify the strengths and weaknesses of the child, not only in terms of right and wrong answers, but also in terms of how and why the child succeeds or fails to meet significant mathematical standards. (JD)

Kindergarten, first and second grade children participated in a study of the development of conservation of equality and inequality. (BD)

Holds that ethical inquiry, as a "craft," causes students in this area to be "apprentices," and the classroom a "community of inquiry" wherein the tools, methods, practices, and procedures of the craft are imparted. States that the generic procedures of reasoning, necessary for moral reasoning, should be taught within…

Development of object permanence skills was examined longitudinally in 20 visually impaired infants (ages 4-25 months). Order of skill acquisition and span of time required to master skills paralleled that of sighted infants, but the visually impaired subjects were 8-12 months older than sighted counterparts when similar skills were acquired.…