The third volume of a three volume study of the development and effectiveness of a computer-assisted instruction (CAI) course in undergraduate Physics contains the CAI curriculum. It is broken up into two parts, that is the 1500 CAI course and the problem sets presented via the 1440 computer. For a background and summary of the project see volume…

Reports on the use of videotape recordings illustrating experienced problem solvers working out solutions to typical introductory physics problems. Includes brief summaries of student response to the recordings. (SK)

Discusses the difference between a generic chemistry problem (one which can be solved using an algorithm) and a harder chemistry problem (one for which there is no algorithm). Encourages teachers to help students recognize these categories of problems so they will be better able to find solutions. (TW)

Describes a take-home exam story problem based on stoichiometry. Requires the student to determine the percentage of phosphoric acid in a large container of nitric acid if a man fell into it. Provides assumptions, clues, and an acceptable solution. (MVL)

This outline is intended for use in a unit of 10-12 lectures on plant growth and development at the introductory undergraduate level as part of a course on organismal biology. The series of lecture outlines is structured around the life cycle of rapid-cycling Brassica rapa (RCBr). The unit begins with three introductory lectures on general plant…

Contains two articles relating to chemistry examination questions. One provides examples of how to sequence multiple choice questions so that partial credit may be given for some responses. The second includes a question and solution dealing with stereoisomerism as a result of free radical chlorination of a nonstereoisometic substance. (TW)

Examined the effects of an instructional method used to remedy students' difficulties caused by fragmented and incorrectly interpreted knowledge. Described the method using explicit concept-interpretation procedures. Finds that the method helped to revise students' deficient prior knowledge about acceleration, and helped them to interpret it…

Differentiates between problems, exercises and algorithms. Discusses the role of algorithms in solving problems and exercises in chemistry. Suggests that very real differences exist between solving problems and exercises, and that problem solving steps can be and should be taught in chemistry education. (TW)

Describes the practical workup of a multiple choice examination system in electrical engineering. Discusses some of the pedagogical advantages obtained by statistical handling of the data. Provides some examples of items. (TW)

This investigation focuses upon the question of: (1) how naive subjects organize and represent knowledge when solving problems; (2) how previous experience of a novice is used in solving a problem; (3) what kinds of information and knowledge are sought as well as overlooked by novices when solving problems; (4) what kinds of strategies novices…