Discusses the use of the taxonomy of educational objectives to analyze two lessons from Science - A Process Approach. Indicates that the material provides a considerable variety of cognitive behaviors on the part of students. (CC)

The hierarchical structure of the cognitive domain presented in Benjamin S. Bloom's taxonomy of educational objectives does not reflect the actual nature of the learning process. Attempts to apply the classification levels to student learning in mathematics and other subjects place the taxonomy's usefulness in question. (PP)

Used modeling and role playing to strengthen the cognitive and social skills of students in a high school with high dropout and delinquency rates. Subjects who received special training were able to think of more adaptive ways of approaching problematic situations, and perform more effectively in a self-presentation situation. (Author/JAC)

Three experiments (which used adults and 14-year-old children) studied the congruence between textual input at encoding and output in the form of memory reproductions. Results verified a very close correspondence between encoding and retrieval regarding hierarchically structural operations on the information in simple stories. (AN)

Investigated science teachers' (N=149) perceptions of the curriculum objectives they were expected to implement on a daily basis and whether they regarded cognitive objectives as more important than attitude objectives. Results indicate that science teachers do regard cognitive objectives as more important than affective objectives. (Author/DS)

Investigated the effect on achievement and retention of providing students enrolled in a grade 11 biology course with precisely stated learning outcomes prior to instruction. Results show that the experimental group performed significantly higher than did the control group on both tests. (HM)

Curriculum study is examined from the viewpoint of content (types of information rather than subjects to be studied) and utility (how elements of knowledge function in behavior to the benefit of whom) in an attempt to provide stimuli for a revival of research in the field. (MB)

Reviews research related to teaching and learning higher cognitive level objectives from a constructivist perspective. Examines several factors including the cognitive demands of academic work, classroom management, delivery of instruction, formal reasoning ability, grouping of students, and motivation to learn. Concludes that an active teaching…

Expanded the curriculum of an assertiveness training program. Found that boys and girls benefited similarly in the cognitive acquisition of assertiveness information from this program. Discusses results in terms of the difference between having stored symbolic information regarding assertive responses and in recognizing appropriate contexts for…

Proposes two approaches to using role-playing in the history classroom: (1) providing factual information to the students; and (2) allowing them to discover the experiences of historical actors. Expounds that the recommended role-playing simulations help students discover why Canadians were divided over the conscription issue in World War I. (CMK)

Describes three multimedia resources, produced with an emphasis on the use of images, by a consortium headed by the University of Exeter for initial teacher education. Discusses the educational framework within which the resources were designed, including an integrative approach, constructivism, prior knowledge, user expectations, and affective…

The purpose of the study was to enhance classroom management in special education classrooms. "Affective teaching" was compared with "cognitive teaching" in 52 classrooms in Israel. Data was collected based on observations of three 90 minute lessons, equally divided into the two types of instruction. Results of MANOVA…

This study examined the differences in student performance in two sections of a college management course--one of which used simulation as an adjunct aid, the other of which did not. (CD)

Cognitive and behavioral coping strategies for eliciting reappraisal of stressful social situations were compared in a group of 49 preadolescents. Results indicated coping strategies were more effective in eliciting positive reappraisal of the stressful situation than was the control condition. The behavioral coping strategy resulted in greater…