This article seeks to provide researchers and practitioners in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to…

Describes seven number-sense skills for elementary and middle school grades. Provides eight short stories for grades three through eight designed to develop students' number-sense skills in which students replace missing data so that the story makes sense. (MDH)

Drama is a means to develop imagination and empathy. Simulated experiences can affect profoundly one's judgment and understanding, adding insights and expanding the frame of reference. The name game is a good beginning exercise, especially if participants do not know one another. Each player states his or her name and a favorite object that begins…

A study compared results of 2 teaching methods, traditional Socratic method (22 students) and a problem-based curriculum (35 students) in a University of Kentucky medical school surgery clerkship. Results showed the problem-based method resulted in similar knowledge level but improved clinical problem-solving skills. (Author/MSE)

Describes classroom approaches for encouraging healthy social interaction: social skills training, and interpersonal cognitive problem solving. Addresses service delivery considerations, such as personnel, purpose, types of children, research and service, and scheduling. (AOS)

This study found that, although the mental representations of 20 sexually abused and 20 physically abused females (ages 7-12) did not differ, the internal images of the abused groups differed from images of 20 nonabused but distressed children. Thus it is abuse, and not simply family distress, that results in impaired object relations. (Author/JDD)

This article describes a problem-solving strategy unit to be used as a supplement to the regular mathematics curriculum at the primary level. Specific teaching steps and examples are given for three developmental stages of thinking: (1) concrete, (2) representational, and (3) abstract. (DB)

Asserts that metacognition is one of the most important developments in the contemporary study of learning. Proposes a theoretical analysis of a number of interrelated issues with regard to their importance for metacognition. Focuses on strategy selection in light of the impasse-based theories of problem solving. (CFR)

In this project, a plan for solving word problems based on the students' level of development was developed. A 10-week implementation of a plan for solving word problems at the concrete level of development included the use of a flow chart or plan to map out and solve word problems. Students then used the flow chart and manipulatives to develop…

Relates research findings on the way primary-grade students communicate mathematical ideas through the use of symbols to a framework for students to investigate the part-whole relationship of quantity. Discusses children's problem-solving abilities, linking word problems and symbols, the importance of context for understanding symbols, and the…

Presents teaching methods to rectify the tendency of students and even teachers to divide the smaller number into the larger in problem situations requiring division, while recognizing the impossibility of the answer in the situation. (MDH)

Part of the Child Health and Safety Series, this module for parents and adults who work with children discusses child development in three age group sections: (1) 6 through 8 years; (2) 9 through 11 years; and (3) 12 through 15 years. Information on physical, mental, social, and emotional development, as well as ways to identify and handle…

Students' conceptions of the concept of force are discussed. Possible problem formats and exercises are presented. The need for many formats and variations to help students' resolve their conflicting ideas about physics concepts is stressed. (CW)

The relationship between mental models used in problem solving and strategies children use when problem solving with manipulative materials are discussed. Teaching strategies for bridging the gap between the two are suggested. (CW)

Described is a strategy where students write stories to help in the process of solving problems. The strategy is a five-step process which includes prewriting, writing, conference, revising and editing, and publication. (KR)