ABSTRACT
For many years science teaching has focused on ways to engage learners' generative thought processes in the learning of scientific and mathematical concepts and principles that will transfer to facilitate related learning in science and to enhance problem-solving in everyday situations. One of the more intriguing parts of research and thought about science teaching has been its ambition since antiquity to train intelligence by engaging the learners' generative thought processes in the construction of meaning for concepts and principles that will transfer and will solve problems. For example, Plato taught a slave boy the Pythagorean theorem as a way to train intelligence, or virtue as it was then called. Charles Judd, in the first decade of this century, taught boys the principle of refraction of light as a way to increased transfer of ability to solve a practical problem of hitting a target submerged under different depths of water.
