Background: On the basis of a 'problem solving as an educational outcome' point of view, we analyse the contribution of math and science competence to analytical problem-solving competence and link the acquisition of problem solving competence to the coherence between math and science education. We propose the concept of math-science coherence and…

Biology is the most rapidly evolving scientific field of the 21st century. Biology graduates must be able to integrate concepts and collaborate outside their discipline to solve the most pressing questions of our time, e.g. world hunger, malnutrition, climate change, infectious disease and biosecurity. University educators are attempting to…

We show that in the grounded conducting sphere image problem, all the necessary information about the image charge can be found from a mirror equation and a magnification formula. Then, we propose a method to solve the image problem for an extended charge distribution near a grounded conducting sphere. (Contains 4 figures.)

High school physics curricula are designed to meet a number of goals, all of which compete for classroom and homework time. The process-oriented goals include the development of skills in problem solving, measurement, analyzing data, and research, particularly in this world of internet based, unfiltered information. Content goals, on the other…

This paper introduces, via case study example, the benefit of including risk assessment methodology and inherently safer design practices into the curriculum for chemical engineering students. This work illustrates how these tools can be applied during the earliest stages of conceptual process design. The impacts of decisions made during…

Suggests that college biology programs prepare students to handle biosocial problems by offering courses in many different disciplines and in problem solving. (LS)

Describes a new college values program that focuses on how values are formed and their influences on our understanding and treatment of the environment. (LS)

Describes a series of literature problems integrated into organic and biochemistry courses which direct students to seek specific information from specific sources. (GS)

Views the teaching of materials as content oriented, while teaching design is process oriented. Advocates the integration of design teaching with materials teaching through design problems in which the materials component plays a large part. (GS)

Suggests that students could easily apply knowledge and skills acquired in biology instruction to other disciplines if that instruction had been integrated with other disciplines. (LS)

Suggests problem solving to replace lecture on a broad scale to facilitate training in intellectual skills and abilities, and in the teaching of some important facts, ideas, and concepts. (GS)

Identifies problems facing the science educator as a result of the activities of professional educationalists and the knowledge explosion. Presents answers to these problems in an enumeration of the basic ingredients of scientific education, a consideration of the overall curriculum, and a discourse on the art of teaching. (GS)

Outlines one approach to the teaching of materials engineering design within the context of metallurgical engineering. This approach uses a problem solving situation and criteria for an appropriate problem are presented. (GS)

Advances the thesis that philosophical questioning should precede or accompany children's participation in science activities in the elementary grades. (CP)

Describes a course designed to demonstrate the relationship between design, manufacturing technology, and materials engineering. The course uses a lecture-discussion and laboratory-workshop approach including an analysis of engineering case histories and several service failures. (GS)