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…

Discusses course management systems and their relationship to learning principles. Topics include use of the Web; hybrid courses; design standards from the Open Knowledge Initiative; the importance of electronic resources; personalized and customized knowledge; faculty responsibilities for course design; learning environments; concept formation;…

Describes a study that examined the relationships in achievement between members of dyads who were paired according to epistemological maturity. Each dyad engaged in a photosynthesis simulation exercise. Also examines the relationship between individual students' epistemological maturity and their understanding of photosynthesis. Contains 24…

Described are inconsistencies, definitions, and examples and their complex relationship which can be used to interpret students' reactions to the geometric tasks used to investigate inconsistencies in student thinking. Discusses the nature of definitions, the value of precise vocabulary, the use and limitations of prototypes, and the power of…

Offers educational practitioners information about terms that can be used in discussions of historical concepts with students. Discusses the development of children's understanding of historical time concepts at four age spans. Also discusses terms in social studies textbooks that teachers may need to translate for students. (BB)

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)

Reports on an attempt to bring about conceptual change in children's concept of speed by the teaching of the science of speed emphasizing an integrated hands-on experience. Reports that it may be possible to modify naive conceptions by teaching that targets particular concepts. (Author/YP)

The Learning in Science Project (Energy) was designed to investigate teaching and learning about the energy concepts of New Zealand elementary and secondary students. Discussed are aspects of an approach to teaching energy to low ability students in physics. (YP)

Investigates the development of concepts and processes associated with computational estimation. Twelve students at each of grades three, five, seven, and nine were interviewed. The older children understood better than the younger children what was asked but were uncomfortable with estimation processes and outcomes. (Author/YP)

Presents the mechanistic ideas underlying reactions between nucleophiles and carbonyl compounds as well as some popular misconceptions. Relates reactions of carboxylic acid derivatives to those of aldehydes and ketones. Discusses leaving group ability and the ability of carbonyl oxygen to accept a negative charge. (Author/MVL)

Describes the contents of a book entitled The Care and Feeding of Ideas: A Guide to Encouraging Creativity which considers the thinking process, why skills need to be developed, and how students use or should use these thinking skills. (RT)

Reports a study examining concept acquisition through various combinations of teaching methods using definitions with best examples; definitions with critical attributes; and practice. Concludes that students who were taught with methods using definitions with critical attributes and practice have better concept acquisition. (KO)

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)

Examines whether young children hold naive conceptions of speed and whether the nature of their concepts could be a causal factor in pedestrian accidents. Finds that children hold a range of beliefs regarding the concept of speed that would place them at risk. (Author/YP)

Reports on a study of how naive theories, age, and education relate to higher order thinking among 54 adolescents and adults. Finds that, regardless of age and education, all subjects referred to naive theories to identify causes and create remedial strategies for social problems. (CFR)