Discusses shifting ideologies in the social, political, and economic landscape and its influence on education. Argues the need for science educators to become more aware of the external forces impinging upon schooling and education, to become more actively engaged in the entire process of schooling, and to contextualize the discipline of science…

Discusses how Polanyi's epistemological theories reaffirm the educational value of tacit knowledge and intuitive learning. The author argues that the objectives of music education emphasize the development of measurable skills over intuitive, affective kinds of learning. Six instructional principles for enhancing tacit knowledge in music education…

Elaborates on how the formal theory of learning styles relates to teaching methods. Asserts that, in many cases, good theory derives from successful practice and that teachers need to make explicit their intuitive views of students' learning styles and matched teaching approaches. (Author/WD)

Constructivism has assumed a dominance with mathematics education but it ignores the social implications of the construction of meaning. It is argued that constructivism is a liberal discourse that valorizes the individual construction of meaning. In doing this, the social and political contexts in which mathematical knowledge is located is…

Describes the mathematics classroom from the perspective of social phenomenology. Introduces a framework through which mathematical work is seen as taking place in the imagined world through the filter of the world in immediate perception. (Author/MKR)

Discusses critical constructivism which addresses the sociocultural contexts of knowledge construction and serves as a powerful referent for cultural reform. Contains 75 references. (Author/MKR)

Addresses the question in science education; "What is the nature of science?" and proposes that vital qualities of science are best illuminated by just the opposite process: by appreciating the uncommon, rather than common, features. Argues that by attending to individual variation, we are more likely to understand what makes science a creative…

Questions the scientific community's consensus on the epistemological sophistication concerning scientific knowledge. Argues for a distinction between correctness and productivity of an epistemological stance and against certain blanket generalizations about the nature of knowledge and learning that do not attend to context. (Author/MM)

A new epistemology whereby a work of art as a creation is considered knowledge is needed. Advances in epistemology must be correlated with suggestions for practice. The call for creativity in art, and generally in education, may be underpinned by a concern for wisdom rather than traditional knowledge. (MT)

The author reviews research on dyslexia, citing the public image and current thought on its nature, causes, and treatment. He then proposes viewing the condition from the perspective of cognitive psychology and outlines coherent curricula for reading and teaching based on the perspective. (CL)

The concept of a curriculum task, defined as a task having goals, procedures for achieving goals, external resources (e.g., instructional materials), and internal resources (student's prior learning), leads to questions that can guide curriculum inquiry. For example, what are we doing to help students use their resources in accomplishing tasks?…

Considers examinations from the epistemological point of view. Questions whether the restricted claim to truth can be introduced into the examination. Offers the process of disputation as an alternative kind of examination which might resolve this problem. Warns that disputation, in its present form, is only a starting point for research. (KO)

Addresses the relationship between scientism and the dominant epistemologies in the field of mathematics education today. Suggests that the dominance of Cartesianism in mathematics education can be balanced by means of incorporating humanist philosophies. Contains 30 references. (ASK)

Examines relevant research from the educational technology and educational psychology literature that supports the need for more research into the relationship between learner characteristics (e.g., epistemological beliefs and self-regulatory skills) and performance in new learning environments, examining their implications for the use of…

"Youth Online" chronicles the stories of young people from several countries--the US, Australia, Canada, Switzerland, and Holland--and their interactions in online communities over a seven-year period. It examines how young people construct their identities in various social contexts: social, fantasy, role-playing; and for various social…