This paper defines correlation, describes the Mix It Up program, discusses the teachers' beliefs about the value of correlating mathematics and science prior to program participation, and identifies problems teachers associated with correlation before and during the program. Teachers' beliefs about the value of correlation and about the problems…

The relationship between a student's stated preference for solving a problem and his/her actual problem methodology, concrete or abstract, was studied. Comparisons were made between formal and nonformal students. (MP)

Examines the mathematical process used by students when solving physics tasks that require proportional reasoning. Investigates students' understandings and explanations of their mathematical processes. (Author/CCM)

Reports a study to examine secondary school students' (n=200) responses to two figurally and spatially similar problems from mathematics and science that require different responses before and after instruction. Results indicated that most students gave the same response to both questions. Reasons for this pattern are discussed. (MDH)

Presents an experimental design to investigate the role of the cognitive information processing component and various levels of information density or information processing output. Both the information treatment and analytic ability had significant effects on the information-processing output. (DF)

Indicates that human problems of the future will demand integrative ideas and solutions. This integration requires a unifying theme to overcome the educational specialization that has been created by a technological society. (GS)

Describes knowledge for teachers as curriculum designers and a framework for interdisciplinary unit development. Includes an example of the framework in action. (Author/MM)

Examples of the presentation and solution of variations on a common projectile trajectory problem are presented. (BB)

Definitions of estimating and approximating are given and areas where these skills are used (such as practical situations, problem solving, and measurement) are discussed. Nine activities which range from second to twelfth-grade level are suggested. (MK)

Reports on the attempt of a project called "Science: Parents, Activities, and Literature" to get parents productively involved in their children's hands-on science program. Illustrates that (a) parents will become involved and they find their involvement a positive experience; (b) teachers appreciate parents' contributions as an instructional…

States that real problem solving must become an effective and integral part of education at all levels. Describes the relationship of real problem solving to the USMES class, interdisciplinary education, and the total school program. (GS)

Examines principles which can be applied to determine how hints can be used effectively in problem-solving. Conscious and unconscious hints, timing of hints, expected functions, and teaching are discussed. Conscious hints are explained in detail with suggestions and references. Charts are included for types, timing, and expected functions. (DH)

Described is science education's role in the back to the basics movement. Science education is described as providing opportunities for the development of (1) logical structures, (2) the understanding of the scientific processes, and (3) the development of creative problem solving techniques. (Author/DS)

Identifies the accurate and inaccurate conceptions about osmosis from interviews of (n=16) outstanding science students. (22 references) (Author/MKR)

Discusses current reforms and reform documents in science and mathematics education with regard to problem solving and inquiry. Considers assessment methods of inquiry to measure students' performance relative to current reforms. (Author/ASK)