Compares the problem-solving skills required for solving well-structured problems and ill-structured problems in the context of an open-ended, multimedia problem solving environment in astronomy. Assesses students' abilities in solving these problems with two sets of open-ended questions. Concludes that solving well-structured and ill-structured…

Studies the effect of gender on a computer-based approach to solving stoichiometric chemical equations. Implies that the feedback provided by the software might have had an effect on reducing the gender gap. However, upon closer examination, the results showed that the correctness means for males were higher than that for females, and the rate of…

Introduces the Reading-Is-The-Answer (RITA) method which teaches students to read while considering their learning styles. Recommends using technology combined with RITA for older students. (YDS)

Introduces students to problem solving strategies in the form of step-by-step guides to follow in problem solving practice. Assumes that students could pinpoint the difficulty specifically using this guide, which would result in positive effects on students' recognition and expression of their own questions. Uses traditional and worksheet-based…

Compares and analyzes three different measures of creativity in (n=135) gifted and (n=161) normal students to understand the nature of creativity and propose guidelines for measuring creativity. Uses Torrance Test of Creativity Thinking (TTCT), Test of Creative Problem Solving and Finding in Science (CPFS), and Creative Behavior Checklist in…

Appraises a number of approaches to 'thinking globally' in environmental education with particular reference to popular assumptions about the universal applicability of Western science. Suggests that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local…

Presents a study that investigates participating (n=70) teachers and (n=940) students' perceptions of physics. Reports that students have the most difficulty with magnetism but the most interest in electricity, optics, and motion. Discusses the possibilities for making physics more attractive to students. (YDS)

Proposes that in the context of developing countries such as Mexico, one role of environmental education is to facilitate the utilization of ecological information in the solution of problems. Conducts a case study to outline the role of environmental education as the linkage between science and different sectors of society involved in the…

Examines problem complexity, inquiry method, learning style, and presentation method to quantify the magnitude of their effects on learning scientific inquiry in high school science curriculum. Recommends the use of collaborative learning tools to accommodate diverse learning styles in distance learning environments and proposes a paradigm for…

Presents four guidelines for teaching quantitative problem-solving based on research results: analyze difficulties of students, develop a system of heuristics, select and map key relations, and design instruction with proper orientation, exercise, and feedback. Discusses the four guidelines and uses flow charts and diagrams to show how the…

Discusses the important concepts involved in problem solving. Presents a chain representation of problem solving and gives an example of the application of this method. Provides a strategy for teaching controversial issues in a science classroom and gives an example of the implementation of the strategy. (CW)

Identifies the accurate and inaccurate conceptions about osmosis from interviews of (n=16) outstanding science students. (22 references) (Author/MKR)

Provides six short story problems that are solved using common physics concepts. Includes solutions. (MVL)

Challenges Wilson's 1990 work which, according to the author, bluntly rejected various expert-novice techniques in favor of the classical experimental design. Asserts that, if educators want to study expertise, they should move to understand this expertise in context, for example, in real-life tasks. Argues that research questions not methodology…

Administered a questionnaire to secondary science teachers in England (n=39) and Spain (n=34) to compare views on problem solving. Questions involved teacher's opinions about the uses and sources of problem-solving activities, as well as the sources of students' errors. Teachers showed a remarkable degree of agreement, with fundamentally a…