One way of implementing project-based science (PBS) is to use problem-based learning (PBL), in which students formulate their own problems. These problems are often ill-structured, mirroring complex real-life problems where data are often messy and inclusive. In this article, the authors describe how they used PBL in a ninth-grade biology class in…

Discusses the use of student-generated rubrics in science classes where students design their own laboratory activities to solve open-ended problems. Promotes careful consideration of what constitutes open-ended work. Presents certain rubrics and grading criteria. (JRH)

Describes an activity on density and its role on an object's floating or sinking. Uses canned regular and diet Coke soda pop to demonstrate differences in density. (YDS)

Reexamines an experiment in which the volumetric fraction of oxygen in air was supposed to have been determined. Presents challenges to the procedure. (DDR)

Introduces the Global Positioning System (GPS) and explains its use in the science classroom. (YDS)

Three sample physics problems are presented in this article. The solutions to the three problems addresses a major student difficulty in problem solving--knowing where to begin. The first suggested step is to begin by stating what is asked for. Step 2 is identifying the fundamental physics that underlies the problem situation. Step 3 is isolating…

Introduces the Peer-Led Team Learning (PLTL) model as an alternative to traditional cooperative learning. Discusses the difficulties of PLTL based curriculum which include finding the peer leaders, selecting the right materials for implementation, and training techniques for peer leaders. (YDS)

Presents a problem-solving investigation on coal mining that integrates science and mathematics with geology. Engages students in a scenario in which they play the roles of geologists and mining engineers. (NB)

From a survey of 1,000 high school students, the following science anxieties were found: (1) danger anxiety, (2) test anxiety, (3) math and problem-solving anxiety, (4) squeamish anxiety, (5) performance anxiety, and (6) classroom anxiety. (PR)

Introduces an activity in which students design and experiment to determine the mass of a sample of copper without using a balance. Uses water displacement to find the mass of copper. (YDS)

Focuses on problem-based learning (PBL). Explains ill-defined problems of PBL and compares PBL with the typical problem solving approach. Lists 10 steps to involve students in constructing understanding for use with PBL. (YDS)

Introduces an activity in which students prove that milliliters and cubic centimeters are equal. Assigns students in groups for the activity and starts with a realistic story to increase student interest. (YDS)

A Drinking Bird toy is used to stimulate scientific questioning and problem solving. Suggestions are given for using the bird to explore scientific concepts including evaporation, work, systems, density and dynamic equilibrium. 32 questions you can use to stimulate student investigations are listed. (AJ)

The ratio factors approach involves recognizing a given fraction, then multiplying so that units cancel. This approach, which is grounded in concrete operational thinking patterns, provides a standard for science ratio and proportion problems. Examples are included for unit conversions, mole problems, molarity, speed/density problems, and…