This review aims to respond various questions regarding the role of Critical Thinking in Science Education from aspects concerning the importance or relevance of critical thinking in science education, the situation in the classroom and curriculum, and the conception of critical thinking and fostering in science education. This review is specially…

The purpose of this paper is to present a conceptual framework for diagnosing teaching difficulties of a science topic in the science classroom. The development of the framework is presented as well as descriptions of the features of the framework. How the framework can be used is also elaborated? Furthermore, there is a detailed indication of an…

Presents a rear-end car accident scenario to teach about forces and kinetic energy in a problem-based learning format. Includes four parts: (1) "A Bad Day for Sandy Dayton"; (2) "The Emergency Room"; (3) "The Facts of the Case"; and (4) "Judgement Day". Discusses the major issues of the questions, introduces scientific concepts, and initiates…

The effects of instruction on the ability of children to generate written hypotheses and ask questions about variables pertaining to scientific discrepant events were investigated. Two hundred five ninth graders were assigned to a control group or one of four experimental instruction groups. The experimental instruction was received by watching a…

Presents a story on an investigation of the painter of an artwork (who is suspected to be Cezanne) that uses UV spectroscopy, IR spectrum, X-ray fluorescence, and luminescence images. Leaves the story open-ended as to whether the painting is authentic. Includes teaching notes and suggestions for classroom management. (YDS)

Young children are born scientists, exploring everything in their world around them. Yet, many teachers still find it hard to integrate science into the daily schedule. However, open-ended science or discovery centers are a perfect way for teachers to help students develop science processes and build literacy skills while they integrate science…

Mess Management is considered here as collective problem solving. Describes an example of a program for gifted elementary students emphasizing problem solving skills. A sample strategy is included. (MA)

The purpose of this research project was to study how students in the first years of elementary school (children from 7 to 10 years of age) are initiated into the construction of explanations of physical phenomena in the teaching of science. With this purpose in mind, we organized classes based on the proposition of investigative problems, where…

This panel interview from the Indiana University Summer Arts Institute contrasts notions about a traditional Bauhaus foundation with a flexible, organic curriculum model. Directed instruction is also compared to problem-solving approaches. Peer teaching, science for art majors, and art for science majors are also discussed. (Author/PB)

Presents a study conducted to investigate the subjective experiences of a teacher making the transition from a traditional textbook, content-dispensing approach to a problem-solving approach to teaching science. Although outward changes in teaching materials and strategy are evidenced, the teacher shows little change in beliefs about the teacher's…

This USMES unit challenges students to find ways of developing and maintaining a well-run classroom. The teacher resource book for the Classroom Management unit contains five sections. The first section describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of the USMES "challenges"…

The Genetics Construction Kit is a computer-based learning tool that simulates the phenomena of classical transmission genetics. Its construction kit approach lets users set the parameters of the problem sets to be generated. The program has been used extensively in science education research and curriculum development. (Author/MSE)

Presents the following guidelines to consider before, during, and after hands-on inquiry: (1) plan and prepare; (2) create problem intrigue; (3) give students the responsibility of solving the problem; (4) offer feedback and guidance; (5) debrief; and (6) anticipate, prevent, monitor, and adapt. (PR)

Developed with the assistance of classroom teachers, the lesson plans presented in this guide are intended to provide secondary teachers with examples of ways that students can use thinking and technology skills to solve problems and address issues they will be facing in their own futures. Each lesson has been based on the Williams Model for…

Reports on a study designed to assess the kinds of learning opportunities students had as they dealt with science content and the problems teachers faced in managing different kinds of assignments. Management strategies associated with these assignments are described and the effects of these strategies are considered. (Author/TW)