Discusses object-centered knowledge representation and information retrieval. Highlights include semantic networks; frames; predicative (declarative) and associative knowledge; cluster analysis; creation of subconcepts and superconcepts; automatic classification; hierarchies and pseudohierarchies; graph theory; term classification; clustering of…

Presented preschoolers and first graders with 3-term inversion problems such as 3 + 2 - 2 and similar standard problems to examine whether children used the inversion principle and if use was based on qualitative identity, length, or quantity. Found that both age groups showed evidence of using inversion in a fully quantitative manner, indicating…

In two environmental sciences courses for business students, observations were made of student reactions to concept presentation and instructional organization. Most trainees successfully learned to apply two of three knowledge types (theoretical, procedural, practical) to primary concepts. (SK)

Reports on the use of a rapid feedback technique designed to provide students an opportunity to monitor their understanding of the material in introductory chemistry. (DDR)

The outcomes of current efforts at identifying evidence-based interventions (EBIs) within school psychology remain uncertain. As the EBI process evolves, it is predicted that vigorous debate will continue over basic epistemological questions, methodological rigor, and professional use of EBI reviews. Argues that such discussion is critical if the…

Responds to the points raised by authors of the commentary articles on evidence-based interventions (EBIs) in school psychology. Focuses on clarifications regarding decisions made by the Task Force and Manual Subcommittee on what constitutes EBIs, realizations about critical issues surrounding these decisions, and specifications for the future.…

This study examined the understanding of historical time among elementary school students ages 6-12 years in Northern Ireland. Findings indicated that students relied on two effective tools (factual information about material history and their own experience) and two ineffective tools (looking for examples of progress/development, and anchoring…

Presents a model that describes how students reconstruct geological transformations over time. Defines the critical factors influencing reconstructive thinking: (1) the transformation scheme, which influences the other diachronic schemes; (2) knowledge of geological processes; and (3) extracognitive factors. (Author/KHR)

Focuses on two secondary students' beliefs and the relationships that emerge from the actions that take place in a classroom. Uses an interpretive approach with the two participating countries, Spain and Costa Rica. Reports that students construct their own theories regarding their role at school and learning and teaching mathematics. (Contains 22…

Presents findings from a research project in two high school mathematics classrooms. Focuses on the ways in which teachers' classroom interventions promote the growth of students' mathematical understanding. Describes 'blocking' as one of the major interventions of mathematics teachers. Discusses implications of the intervention strategy for…

Discusses Harris's point that evolutionary accounts of writing must ultimately fail to show what writing is because they fail to come to terms with the conceptual prerequisites for writing. According to Harris, the crucial moment of writing was when graphical marking could be envisaged as having broken free from externally imposed semiological…

Three strategies for developing conceptual knowledge in the workplace were tested in hospitality businesses: questioning, analogies, and diagrams. Proximal guidance of experts was most helpful in the construction of conceptual knowledge. Diagrams appeared least useful in this occupational context. (SK)

Reviews research on development of children's beliefs about intelligence; proposes that this development represents simultaneous processes of concept acquisition and theory building. Discusses research foci on children's definitions of intelligence, beliefs about the component structure of intelligence, criteria children use to evaluate ability,…

Investigates student approaches to learning in a second year chemical engineering course by means of a qualitative research project which utilized interview and journal data from a group of 11 students. Identifies three approaches to learning: (1) conceptual; (2) algorithmic; and (3) information-based. Presents student responses to a series of…

Examines the balance model and identifies the issues that divide scientists. Describes learning situations that were the subject of the empirical study which involved 40 students in two 8th-grade classes. Shows the presence of negative numbers gave rise to many errors. Discusses the relevance of the balance model and analyzes the arguments put…