In recent years national and international reports have been issued that speak of the sad state of the educational system in the United States and the desperate need for reform in teaching science and mathematics. Cognitive psychologists and mathematics and science educators have responded to this need by designing instructional programs that are more compatible with our knowledge of how people acquire, use, and retain knowledge. Many of the guiding principles that underlie these programs are presented in this volume such as teaching comprehension of scientific text through a problem-solving approach: problem planning and representation, selection of relevant information, and simultaneous monitoring of both the specifics of the problem and the mental processes being used to solve it.
"This research-driven look at the more important changes taking place in the field today should be read by anyone who is looking into the 'why to' rather than the 'how to'….It would make a good readings book for any college-level class focusing on the pedagogy of science or mathematics….The succinctness of the individual articles and of the book as a whole makes this a readily readable piece of professional literature for the reader wanting a clear overview of the more powerful changes in the science- and mathematics-teaching fields."
—The Mathematics Teacher
Contents: D.F. Halpern, Preface. D.F. Halpern, A Cognitive Approach to Improving Thinking Skills in the Sciences and Mathematics. J. Van Haneghan, L. Barron, M. Young, S. Williams, N. Vye, J. Bransford, The Jasper Series: An Experiment with New Ways to Enhance Mathematical Thinking. J.G. Greeno, Mathematical and Scientific Thinking in Classrooms and Other Situations. R. Glaser, Expert Knowledge and Processes of Thinking. J.P. Mestre, R.J. Dufresne, W.J. Gerace, P.T. Hardiman, J.S. Tougher, Enhancing Higher-Order Thinking Skills in Physics. R.E. Mayer, Teaching of Thinking Skills in the Sciences and Mathematics. A.B. Champagne, Cognitive Research on Thinking in Academic Science and Mathematics: Implications for Practice and Policy.