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Abstract:
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Two exploratory studies were done using a qualitative design involving 5 geography teachers 233 students in the first phase and 4 teachers and 98 students in the second phase. These studies examined the effects on student learning in geography when teachers and students deliberately used these five mental processing skills--comparing, ordering, inferring, classifying, predicting--in classroom instruction. In all four cases studied, results on teacher-made pre- and post-tests showed a significant difference. Additionally, many students showed significant improvement on the processing skills measurable on the Cattel Culture Fair Test of "g" scale d Form A |