Explores relationships between philosophical reflection upon morals and practical moral thought, and evaluates how social institutions influence moral and political concepts. Journal availability: see SO 507 421. (DB)

Assesses comprehension of the mental verbs "remember" and "forget" among three-, four-, five-, and seven-year-old children by having the child judge whether or not toy characters in different situations remembered or forgot. (Author/RH)

Good and poor readers from grades 1-6 were asked to define what they meant by reading. Older children and above average readers were more likely to view reading as a meaning identification process as opposed to a general activity or word identification process. (MKM)

Describes and evaluates the economic education component which the Houston Independent School District, Houston, Texas developed in response to the Texas state mandate that economic concepts be incorporated into the existing social studies curriculum. Information is presented on rationale, need, justification, organization, and major concepts.…

The concept of "academic standards" is discussed as it relates to the quality of higher education. The differences between applied knowledge and pure scholarship are also examined and some common misgivings surrounding similar terms are clarified. (SF)

Models, based on Gowin's Epistomological V model, are presented which are intended to be useful in illustrating ideas to students about how knowledge is acquired and how to relate laboratory work to the concept being learned. (SA)

Describes the use of interviews with children ranging in age from 6 to 13 to identify patterns of children's beliefs in the area of heat and temperature. Also discusses how this knowledge might be used in an instructional setting. (HM)

Discusses cognitive style (the degree to which perception is influenced by environmental variables) and cognitive control (which focuses on the regulation of perception by the ego). Concepts addressed include field dependence-independence, field articulation, conceptual style, cognitive tempo, intrusive information, focal attention, and…

The article explores activities which promote the development of accurate and functional concepts concerning the environment for blind children. (PHR)

Using Jean Piaget's theory of spatial development, a study was undertaken to identify the development of spatial concepts in 48 blind, partially sighted, and sighted 4-to-7-year-old children through the use of tactual recognition of shapes. (Author/PHR)

Examines the influence of gender, reading level of student, and source of data on science concept formation and retention. Results indicate that reading level of students does influence science concept formation and retention, but gender and source of data (method of instruction) do not. (MA)

In two experiments, 5-, 7-, and 11-year-old children and college students were presented on each trial with a sentence followed by a probe word. The children's task was to indicate whether the probe was in the sentence or not. (MS)

This study utilized the instructional methods of discovery teaching and expository presentation to investigate the concept development of students in a remedial college chemistry class. Results indicate that the two sets of instructional materials did not lead to the same understanding of the concept. (BT)

Defines two interrelated educational concepts, "personal meaning" and "personal learning". The concepts are defined in terms of what a students says when asked to discuss his participation in a class. These concepts may provide educators and students with more precise ways of describing and dealing with certain dimensions of a…

Describes a methodology utilized to teach 61 concrete operational ninth grade students the formal operational ideas of density and relative density. Analysis of the success of the teaching method indicated 25 students finished with a full understanding of density, 26 gained some understanding, and 10 gained little or no understanding. (SL)