Describes ongoing classroom research regarding the effectiveness of a task-based learning experiment for teaching French to first year college students, concluding that results so far indicate that task-based learning can be effective, with attention to such individual variables as autonomy, competency level, student investment, and learning…

Reports on a two-phase study of second-language learner use of listener feedback, particularly their use of clarification questions in native speaker-nonnative speaker discourse. (29 references) (JL)

Student problem-solving behaviors are analyzed using a four-dimensional framework with related detrimental factors identified for each dimension. General approaches and specific techniques developed to address negative factors are reviewed. Examined are means of developing the components of problem-solving teaching. (KR)

Studies the effects of explicitly teaching a problem-solving strategy on problem-solving ability, course average, course success, and student retention, focusing on two microeconomics courses. Indicates that teaching problem solving helps students with low problem-solving skills remain in class and succeed. (DMM)

Reports a study that developed a strategy to help students comprehend and remember the content of training presentations. The study examined the effects of self-questioning and reciprocal peer-questioning strategies on preservice teachers' learning of orally-presented material and on their verbal interaction. Results suggest that this strategy…

Describes a mastery-based learning design developed for an advertising skills course. Discusses the benefits of mastery-based learning for students and teachers. (MG)

Examines the effects of providing undergraduate learners with graphic illustrations of coordinate concept relationships to supplement text-based instruction. Half of those reading a specific passage received a graphic concept tree. That group outperformed those who did not, reporting significantly higher amounts of attenuation, confidence, and…

J. Robert Hanson responds to questions concerning the "learning style" and "perceptual and judgement functions," styles common among developmental students and members of particular ethnic/social groups, the modification of teaching styles to accommodate students, coownership of the classroom, and ways teachers can facilitate…

Discusses three major areas in which cognitive psychology and educational technology are affecting instructional design (ID) theory: (1) analysis of information, including content analysis and task analysis; (2) the means of evaluating learners; and (3) linking learning theory with specific instructional strategies through an integrated…

Presented is an exploration of a number of ways these quantities can be demonstrated and some interconnections between them. Discussed are triangular numbers, sums of squares, sums of cubes, table squares, and counting rectangles. (CW)

Reports a research project with the goal of learning about the barriers to promoting higher-order thinking in high school social studies. Compares social studies departments that are successful at promoting higher-order thinking with less successful departments. Describes the technical aspects in the development and use of the 17 observational…

Argues that entertainment media, especially feature films, have a powerful impact in shaping knowledge and beliefs about the world. Presents four ways that teachers can use feature films to enhance the teaching of world history and to counteract misconceptions that students acquire through the mass media. (DB)

Contends that microcomputers were introduced into the social studies classrooms to teach higher order thinking skills. Maintains that computers can aid in teaching both process and content. Reviews new computer software programs and points out each programs' educational objectives and problems. Contends microcomputers are an invaluable tool of…

Describes study of Dutch high school students that compared instructional strategies in a computer programing course. Completion strategy, which emphasized the modification and extension of existing programs, was compared with generation strategy, which emphasized the design and coding of new programs. Future research is suggested based on results…

Described are the comprehension monitoring abilities of science students when reading science textbooks. The incorrect use of schemata and the limiting influence of metacognitive abilities on the improvement of meaningful learning is discussed. (KR)