Barnes and Clawson's presentation of Ausubel's theory of meaningful learning (Review of Educational Research, 45, 1975, pp. 637-59) is misleading, according to the author. He states that Ausubel's crucial point is not that organizers relate new knowledge to an existing cognitive structure, but that new learning materials can only be considered…

Describes a cognitive-skills approach to teaching physics, Spanish, and philosophy. The approach relies on students verbalizing their thinking as they solve problems. (IRT)

Guidelines presented for the design of instruction using interactive technologies are based on theory and research in learning, instruction, and/or media development. Also explained is a meta-model, ROPES, which highlights retrieval of information, orienting activities, presentation, encoding in the cognitive structure, and the sequencing of…

Presents sequential assignments that require group cooperation and allow technical communication students to perceive the connection between self and subject as they become involved in various discourse communities rather than acting out simulated case studies. (HTH)

Twenty-nine third graders were trained in teacher led direct instruction to use a generalizable strategy to solve four structurally different types of verbal math problems. There was a significant difference between posttest scores of the two training conditions (sequential and random order) due primarily to gains of the students in sequential…

Presents five lessons to help secondary level art students see the subjects they draw as they actually appear. The lessons involve portraits, void/solid drawings, surface textures, detailed drawings, and figure drawings. (RM)

Results indicate that subjects first observing apparatus operation by electromechanical means performed task better than those who had not, and that there is no significant difference between performance of subjects who had observed demonstration by electromechanical device and those who had observed a human model. Applicability of findings…

A justification for a strategy and the whole strategy then described and illustrated as it was applied to the development of a course for the Royal Australian Navy. (Author)

Preschool children in a free-play situation experienced one of two training sequences: saying then doing, or doing then saying. The effect of training on the development of a correspondence between children's verbal and nonverbal behaviors was examined. The say-do sequence produced higher levels of correspondence. (ST)

A look at how developing countries, specifically Korea, are beginning to look to educational technology as a partial solution to their educational problems. (Author)

Some of the procedures for developing and validating learning sequences or learning hierarchies are explored. For each of these procedures, references are provided that can be used for additional study or clarification of the procedures. (Author)

The interdisciplinary social studies materials for sequential use in grades nine through twelve and designed to help each student develop into an independent thinker and a responsible citizen are assessed. Most class activities are organized around directed discussion working toward the objectives of inquiry skills, knowledge, values, and…

Research supported by grants from the National Science Foundation, National Institute of Child Health and Human Development, University of Minnesota, and National Research Council of Canada. (DS)