This report, a compilation of 12 symposium papers presented by participants from diverse professional and cultural backgrounds, examines the qualitative aspects of educational planning with particular reference to developing countries. Following an overview paper that expresses the need for a change in educational planning strategy, the various…

The purpose of this study was to investigate both the relationship between verbalization and shift-learning and the possible prepotent stimulus dimensions of the eighty-four 7-year-olds used as subjects. Four pairs of two-dimensional stimuli were presented to the children, for the discrimination learning task, in the following order: large black,…

This study sought to outline the general consensus of sociologists, educators, planners, administrators, and social reformers in India as to the nature of adult literacy; to examine drawbacks (if any) in their concepts; and to analyze and harmonize different viewpoints on functional literacy. Differing concepts in the field at large were traced…

This unit emphasizes concept-learning through the discovery approach and child-centered activities. "Discovering Matter" is treated in the kindergarten, "Matter Around Us" in grade 1, "Changes in Matter" in grade 4 and "Atoms and Molecules" in grade 6. The unit for each grade contains (1) understandings to…

The research described in this paper is concerned with conceptual learning in disadvantaged children. The various studies discussed were concerned with the current learning capacity of the subjects. The tasks presented consisted of inductive concept problems. Subjects were provided with various experiences and the effects of these procedures on…

This study explores the efficacy of two methods of teaching students, modeling and concept formation, to express warranted uncertainty in classroom discussions and in written work. The subjects were fifth graders from a lower middle class background who were divided into four groups: (1) a control group, (2) a group that observed a model express…

This paper is concerned with the question of relationship among preferred perceptual modes, selected independent variables which cause individual differences, and the resulting effects on conceptual behavior. Subjects ranged from four and one-half years to eight and one-half years of age. Each child chosen by the plan was screened for color…

In the first of three studies, separately reported, the effects of prompting and sequencing on a science concept task were studied with college students. The data analysis showed that the prompting procedure was significantly different from a no-prompting condition; prompting seemed to negate the affect of the defined concept instructional…

Three aspects of concept teaching might be guided by the conceptual learning and development model. First, by assessing the characteristics of cognitive style, classificatory skills, and logical reasoning ability, the student's readiness to attain concepts under various circumstances can be determined. Secondly, the model points to optimal methods…

The criterion problem in the neoPiagetian cognitive-developmental literature is reviewed. This problem has provoked debate in the context of three empirical questions: concept age norms, concept training effects, and concept invariant sequences. It is argued that only the question of invaniant sequences in same-stage concepts is theoretically…

The author attempts to show the development of logical-empirical knowledge structures from the raw elements in nature to the structures of knowledge as perceived by the mature student. Eighteen hypotheses are identified which focus on the expected relative natures of perceived knowledge structures of the various agental groups and their…

This paper describes some game situations used to study how subjects learn mathematical structures, in particular the structures of the cyclic groups of orders 2 and 4 and the Klein-four group. A series of experiments are reviewed and the methods used to determine whether subjects did learn the structures are discussed. Differences in strategies,…

The ability of 120 children (mean ages 6.2, 8.2, 10.1, and 12.3) to perform discrimination learning and subsequent transposition tasks was observed utilizing three experimental conditions (overt-verbal, covert-verbal, and control). The performance of the subjects suggests that the child who is forced to verbalize his conceptual strategies will…

In order to gather data bearing on the effects of individual differences of the "invariant stages" assumption of cognitive-developmental theory, 270 black, Chinese, and white subjects from 5th, 7th, and ninth grades were administered a new, 25-item, spatial reasoning task. It was predicted that age, ethnic group, and sex would…

This document presents a critique of the "Education" portion of Chapter V of the report entitled "Work in America," available as ED 070 738. The critique was prepared by a special committee on the Center for Adult, Vocational, Technical, and Manpower Education of the Bureau of Adult and Occupational Education, Office of Education, because this…