ABSTRACT
At the present time there are calls from within and outside the educational community to reconceptualize learning goals for students, as well as the roles teachers play in this learning (NCTM, 1989). No longer are the basics defined as reading, writing, and arithmetic, but as the ability to think critically, reason, reflect, engage in argumentation, and develop the capacity for independent learning. These new goals constitute what has been termed the “thinking curriculum” (Resnick & Klopfer, 1989) and are being espoused not only by educators but also by members of the business community who recognize the need for workers who can be independent learners and decision makers (Senge, 1990). 1
