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The purpose of this book is to share successful instructional and learning processes with educators. The focus is on three types of variables in classroom learning and instruction: (1) active learning time; (2) feedback and corrective procedures; and (3) instructional cues. The literature on the nature of each variable is discussed, and the conditions for successful implementation, the reasons for their powerful effects on learning, and the different ways they can be used are outlined. A section on evaluating instruction examines the roles of classroom observation, rating scales, student questionnaires, content analysis and techniques for self examination. A review of the implications arising from new demands on the educational system cites the classroom climate and the concept of individual differences as major areas that need research. An annotated bibliography of research articles written since 1960 emphasizes the feasibility of implementing the ideas discussed in the book. (FG)

The chapter describes a theory-driven study, inspired and informed by the constructivist view of learning, science literacy theory, views on the NOS, and cognitive and social theories of writing. Relying on the epistemological effect of writing, it explores the effects that non-traditional forms of writing such as story, diary, and debate, have on students' views on the nature of science when used in combination with reflective writing on the writing process. Using a pre-post research design with intervention and comparative groups totaling 97 eighth graders from a homogenous, middle-class background, in a city in central Israel, the study demonstrates that the combined use of diversified types of nontraditional writing tasks and reflection on the writing process can enhance students' views on the nature of science, in a direction aligned with the type of scientific literacy sought in science education today. When structured as cognitively and attitudinally challenging assignments concerning scientific and societal issues, such writing genres can encourage students to perceive science as a more subjective, temporary, speculative, and interpretative endeavor that helps to solve problems and social issues. In contrast, no changes in views on the NOS were found for students in the comparative group [ABSTRACT FROM AUTHOR]

This study explores whether, how and why non formal writing in science classroom change students thinking disposition, which are perceived as latent tendencies that motivate and direct abilities toward productive thinking. The study is theory-driven, inspired by a constructivist view of learning, new approaches to science literacy, cognitive and social theories of the writing process, and a theory of thinking disposition. Designed as an action research with a comparative group, the study was conducted in four 8th grade science classrooms for almost two years, and includes 97 students. Measurements of students' thinking dispositions were analyzed prior to the study and at the end, following the implementation of writing experiences that allowed the use of four writing genres. The measurement instruments were developed and validated specifically for the study: thinking disposition questionnaire, reflection questionnaire and 14 writing tasks. Both quantitative and qualitative analysis was performed. The findings provide hard evidence that not only do students who write on science subjects after studying a science topic show progress in all five thinking dispositions measured, but a comparable group of students, who did not receive writing assignments, either failed to make significant progress or made less significant progress than the intervention group. The results also demonstrate that improvement in student thinking dispositions was affected by tasks that, although generically representing different types of rhetorical discourse, nevertheless had similar potential to enhance dispositions. [ABSTRACT FROM AUTHOR]