Abstract: Considerable interest in applications of temperament theory has led to proposals of four temperament-related learning styles. The hypothesis that achievement is higher when instructional strategies utilize methods consistent with students' preferred learning styles was tested using 417 seventh graders, the majority of whom were from minority and low SES families. The hypothesis was not supported; instead, student achievement was significantly higher with instructional strategies designed to promote personalized learning. The need to extend temperament-based learning styles by considering additional qualities that are important to learning is discussed.

Abstract: One of the curriculum development efforts of the Center for Gifted Education at the College of William and Mary has resulted in a problem-based learning (PBL) science curriculum for high-ability le...

Abstract: An integrated‐thematic curriculum is especially appropriate for gifted learners because of their exceptional abilities to see and understand relationships. Shaping course work around integrated themes inspires students to find personal meaning in their study by allowing them to generate their own observations, inquiries, and investigations, paralleling the processes performed by specialists in the field. Gifted learners have different learning needs than more typical learners and a curriculum appropriate for them provides: advanced content that allows for flexible pacing, learning processes designed to promote creativity, higher‐level thinking and problem solving; and learning environments that are open and supportive of diverse learning styles and needs. This article describes and explains an integrated‐thematic curriculum designed to meet the unique needs of gifted and talented learners. It provides examples of how this curriculum appears in the classroom and a model for developing similar curriculum in...

Abstract: This paper addresses the question of how teachers can support and facilitate conceptual change in student thinking. It begins with a discussion of the multiple meanings of the term conceptual change. An argument is presented for the notion that recent developments in research in science learning have dramatic implications for what students are expected to learn and how they are expected to learn it. These developments also have dramatic implications for how teachers might facilitate that learning. The focus of this paper is on the instructional practices of one teacher and includes a description of the instruction, learning goals, details on the presentation and analysis of data, and student responses to instruction. The study finds that in a very real sense, students in the classroom became metacognitive as a result of the teacher's instruction, taking greater control over the responsibility for their learning than is typically expected of most students. (Contains 22 references.) DDR) Reproductions supplied by EDRS are the best that can be made from the original document. Learning to Learn Science: Instruction that Supports Conceptual Change PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL RANTED

Abstract: Deming (1986) insists that successful organizations must institute training and encourage education and self-improvement for everyone. Difficulties in providing quality teacher workshops in ESL programs come from a variety of factors. Conflicting work and out-of-work schedules, scheduling workshop time in a busy teaching day, and little or no pay for workshop attendance all contribute to the problem of how to provide teacher workshops. Participation, content, and organization of staff development programs are frequently discussed at presentations at ESL conferences, but few of these presentations deal with the needs of the teachers themselves as adult learners. One such need is a climate conducive to learning (Knowles, 1973). If institutions are to provide quality training for their faculty, what can one learn from studies of the learning environment for adults? How important is environment? What makes a positive learning environment? Knowles says that setting the appropriate climate is a crucial element in educating adult learners. What role does environment play in teacher in-service programs? There have been numerous discussions of the role of climate and environment in the education of adult learners (Hiemstra, 1991; Merriam & Caffarella, 1991). Various dimensions of the learning environment have been described and discussed (Langenbach & Aagaard, 1989; Ennis et al, 1989; and Sisco, 1991). There is little agreement on terminology or on categories. Operational definitions overlap in their categories or dimensions. However, Knowles’ (1973) division of climate into three categories—the physical, interpersonal, and organizational environments—allows the inclusion of results from many researchers.

Abstract: This is the story of the journey of three literacy teachers learning about classroom use of computers and developing a computer-driven unit on Australian animals As frightened as we were of technology, we wanted our students to have positive experiences with computers We also wanted the computer to be a useful tool for our students rather than a meaningless rote activity We wanted our students to use a variety of literacy materials, participate in many reading and writing responses, and interact in groups as they used the computer as one medium for learning In this article we describe our learning process, along with the struggles as well as the benefits As a result of our personal learning journey, an interactive unit was developed that transported students on a journey to Australia

Abstract: Experiments are the plot that holds the story of biology together. ASKING ABOUT LIFE uses the process of experimentation to describe the scientific process and to illustrate the personal and professional motives that drive scientists to work so hard at asking and answering questions. In this important revision, the authors continue to use thought-provoking chapter-opening stories to engage students in the process of science. At the same time, they focus on making the text more accessible through streamlined coverage (100 fewer pages in this edition) and a refined organization and design. New features make it easier for students to remember the main ideas. For example, Key Questions begin each chapter, main headings are numbered to make it easier for students to locate previously read information, and Chapter Summaries are organized around Key Questions. All these features provide consistency throughout each chapter. Student support is also a main focus. A student CD-ROM, BiologyNow, packaged FREE with each copy of the text includes questions created around the text's opening stories and uses diagnostic pre-tests to generate a personalized learning plan for each student. Students also receive FREE access to InfoTrac College Edition, an online university library with articles from 5,000 periodicals. vMentor, a FREE online live tutoring service rounds this powerful student supplements package. For instructors, a Multimedia Manager provides all the text art in PowerPoint form, as well as a great Instructor's Guide, an Electronic Test Bank, and WebTutor course management options. Instructors will receive CNN clips in the multimedia manager but the full set of CNN Today video clips (294 in all) is available to adopters as well. Updated throughout, the Third Edition captures the terrific excitement of current 21st century science and is accompanied by powerful new learning tools that expand the text's themes.