In this article the author proposes some thoughts for working toward academic hospitality that would enable the recognition of Indigenous epistemologies in an appropriate manner. These suggestions will always remain partial and are by no means intended to be taken as a comprehensive, exhaustive consideration of possible measures. To suggest…

Survey data from 174 university students are presented, on a scale designed to measure preference for absolute knowledge and perspective in instruction, including online discussions. Results demonstrate a strong effect of class level such that students in lower grade levels reported a greater preference for instruction involving unambiguous…

The choice between the fusion of literature and life and a pedagogy of engagement, on the one hand, and the separation of literature and life and a pedagogy of detachment, on the other, is a painful one. Philosopher of education James Gribble would rather risk some form of aestheticism than allow that a great work of literature could be viewed in…

Reviews the structure of intelligent computer assisted instruction (ICAI) systems, gives some examples of such systems, and discusses their relative strengths and weaknesses. Four references are listed. (MBR)

Cognitive theories of problem solving and cognitive psychologists' suggestions for teaching problem solving are reviewed. Theories and suggestions from creativity research are also considered. How high proficiency levels in problem solving are acquired and how best to teach problem-solving skills (for both well- and ill-structured problems) are…

Examines advantages of using videogame format for training, including practicality, relatively inexpensive hardware, ability to use multi-purpose software modules, motivational advantages of increased student interest and instructional effectiveness, and instructional features such as the adaptive interactive nature of videogames. An example of a…

Briefly explores the philosophical underpinnings and point of view of several instructional theories/positions (behavioral, cognitive information processing, cognitive inquiry, and humanism) by examining goals, instructional procedures and strategies, and assessment and evaluation methods. A way to maximize the strengths of these theories for…

Examines the shift in the theoretical basis of learning from a behavioral theory to a cognitive theory, exploring implications of the shift for educational practice. Compares behavioral and cognitive theories in relation to educational goals/objectives, individual differences, instructional strategies, learner motivation, and learner…

Describes the relationship of Popper's theory of knowledge to chemistry instruction. Suggests that students be allowed to learn from their mistakes and presents five experiments with an implicit falsification purpose. (JN)

Demonstrates how to use the concept of phlogiston to teach oxidation and reduction reactions. Discusses the project as an exemplar for integrating the history, philosophy, and sociology of science to teach basic scientific concepts. Contains 70 references. (DDR)

Describes four major types of learning theories (behavioral, cognitive, cybernetic, and andragogical); examines pertinent literature for each; and traces links between the literature of learning theory and that of the design of online public access catalog instructional systems. (32 references) (Author/CLB)

Proposes a phenomenological approach to the teaching of political science. Argues that this approach will more effectively introduce college students to the content and methods of politics by relating these to their social experience. Discusses books in which the political world is constructed from the bottom-up rather than the top down. (KO)

Content analysis of task force reports on improving the undergraduate major in 10 liberal arts disciplines revealed that each discipline's epistemological character strongly influenced methodology, pedagogy, and curricular innovation, consistent with previous theory and research on disciplines. The role of these factors and pragmatic…

Contrasts receptive learning (rote learning) with meaningful learning. Explains that people construct knowledge based on what they already know. Concept maps are used to organize and represent knowledge and help the learner construct new meanings in a subject. Gives examples of concept maps created by scientists. (18 references) (PR)

A year-long study of knowledge development in 40 college students focused on the relationships between the historical and philosophical dimensions of the curriculum, teaching method, and quality of learning. Student exposure to the discipline's history and philosophy, discussion-based instruction, and personally meaningful topics were seen as most…