Describes a case study of the social construction of knowledge when undergraduate students are engaged in collaborative analysis of repertory grids produced by themselves and their instructor. Results indicate that this approach motivates students to be responsible for their own learning, allows students to communicate their understanding, and…

Groundwork is laid for a theory of education, as opposed to "educational theory," pointing out the logical primacy of a theory of education in the context of which theories in education could be developed. A clear and defensible concept of education is required for educational theory and practice. (SLD)

Views on the concepts of knowledge and beliefs were compared for 54 adults in the United States and 66 in Europe (primarily in the Netherlands). Differences related to the definition of and relationship between knowledge and beliefs were identified, with European respondents tending to be more diverse in their viewpoints. (SLD)

Investigates a conception of wilderness as the historical mental and physical boundary between humans and the radical/racial others as a way of opening the question of whether all sorts of wilderness are necessarily good. Discusses differences between the classical and romantic views of wilderness. (LZ)

Discusses the function of concepts in scholarly discourse. Topics include the genesis of Greenwood Press's concept dictionaries; the origins of modern rhetoric; the prescriptive nature of meaning in scholarly discourse; conceptual change, including logical positivism, introspection, and historicism; and interdisciplinary application of concepts.…

Critical theory and conceptual frameworks differ in assumptions, purpose, approach, and researcher role. The hope for creating new knowledge rests with the emergence of the most compelling explanations in explicit conceptual frameworks, reflecting the best available knowledge and amenable to examination and verification by others. (SK)

A nominal group of 21 policymakers and training practitioners ranked research questions in three categories: strategic, applied, and fundamental. Twenty-six of the 35 questions appeared to be of high priority. Promising research issues include organizational effectiveness, cost/benefit concerns, human resource planning, and the mobility of special…

Clarified the developmental processes of awareness of relationships between duration, distance, and speed relative to linear movement. Children began with near awareness of the direct relationships between duration and distance and distance and speed. However, correct grasp of these direct relationships seemed to strengthen an incorrect grasp of…

A mechanism of perceptual analysis by which infants derive meaning from perceptual activity is described. Infants use this mechanism to redescribe perceptual information into image and schematic format. Image schemas enable preverbal thought and provide a foundation for language acquisition. (SLD)

Describes the ways in which our own view of the world effects the way that we interpret information. Contends that we need to know the difference between perceptions and illusions. Discusses the world of illusions; haptic senses; adaptive adjustments; and visual illusions. (ZWH)

Two experiments examined the possibility that children and adults possess a single-object/single-motion intuition. This intuition involves the view that all parts of a rigid object must move at the same speed because they all move together. (RH)

Specific suggestions for teaching young children (ages 5-7) mathematical principles are offered, covering such concepts as addition, subtraction, multiplication, division, arithmetical laws, and utilizing a story to teach various mathematical concepts and skills. (DB)

A conceptual model for home economics is composed of four components: (1) the goal of home economics (optimum family and individual life); (2) the intervention process; (3) the disciplines working to achieve the goal; and (4) environmental influences (natural, human behavioral, and human-constructed environment). (JOW)

Addresses Nelson's commentary on Ward, Vela, and Hass' study of children's category learning (both of which are in this issue). Discusses the issue of whether a holistic processing view provides a better account of children's learning than does an analytical view. (PCB)

Children between 7 and 11 years of age with moderate learning difficulties were tested for conservation. Nonconservers were divided into experimental and control groups. Experimental group children performed conservation tasks with conserving children in their class. Posttests indicated that the increase in performance in conservation tasks was…