Three-quarters of a century of educational literature (Chamberlain & Kelly, 1981; Furst, 1981; Ryan, 1973; Stevens, 1912) suggests that the main emphasis in schools has been teaching students facts, even though teachers and curriculum designers have attested to the importance of teaching students to think (Gall, 1970; Roberts, 1974). Newcomb and Trefz (1987) in a study of college professors of ...