Argues for a model of in-service training which allows teachers to learn "without a sense of demeaning themselves". (Editor)

Presents an exercise using linguini noodles to demonstrate an aspect of DNA fingerprinting. DNA maps that show genetic differences can be produced by digesting a certain piece of DNA with two or more restriction enzymes both individually and in combination. By rearranging and matching linguini fragments, students can recreate the original pattern…

Two experiments involving 67 elementary school and 439 high school students show that students present solutions to many unsolvable problems without showing realistic reactions. Results are discussed with respect to the quality of word problems in teaching mathematics, the culture of teaching and learning, and the issue of social rationality in…

Tested three models of children's mathematics word-problem solving based on developmental differences in quantitative conceptual structures: (1) quantitative relations represented as ordered array of mental objects; (2) numbers represented on two tentatively coordinated mental number lines; and (3) numerical operations represented as objects on…

Maintains that Demetriou and his colleagues' project shows how developmental scientists can assess concepts from multiple frameworks and relate them through explicit modeling and targeted research to build explanations powerfully grounded in data and theory. Presents doubts related to specific conclusions because of issues related to the design of…

Reviews the Big6 information problem-solving model. Highlights include benefits and dangers of the simplicity of the model; theories of instruction; testing of the model; the model as a process for completing research projects; and advice for school library media specialists considering use of the model. (LRW)

Discussion of technological problem-solving skills focuses on a study of Israeli seventh graders' work while engaged in design tasks within an unstructured learning environment. Reports on the evaluation/modification cycles, including conceptual constituents of the cycles; students' decisions regarding the original design goals; and the…

Describes a study of graduate distance education students that defined and measured collaboration during asynchronous computer-mediated communication using a threaded Web discussion. Developed a model for evaluating interdependence, synthesis, and independence in collaboration; and discusses the role of collaboration in problem solving, along with…

Discusses the use of mathematical modeling. Describes types, examples, and importance of mathematical models. (YP)

Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…

Discussion of the diffusion of interactive communications innovations focuses on the integration of telecomputing tools into precollege curricula. Topics include the telecomputing teacher as instructional designer; a models approach to instructional design; and telecomputing activity structures, including interpersonal exchanges, information…

This article reviews common curricular alternatives for addressing the science education needs of secondary students with learning disabilities. A curriculum revision method emphasizing models and context-rich problem solving is proposed as an alternative to the traditional uses of direct instruction, mnemonics, graphic organizers, and study…

Demonstrates and compares three commercially available statistical software packages, Statistics Workshop, Data Insights, and Data Desk, using a five-component investigation model to analyze a problem about hat sizes. (MKR)

Beliefs about mathematics of 26 junior and senior high school students were explored using interviews conducted before and after exposure to problem-solving software. A concept model of subjects' general beliefs about mathematics and their relationships was developed. Data analysis did not indicate any change in beliefs about mathematics following…

Proposes a teaching model to teach mathematics represented as a triad of three components: (1) management of learning; (2) mathematical challenge; and (3) sensitivity to students. Describes the three components and relates them to a constructivist perspective of learning. (MDH)