Provides two exercises in abstract problem solving. Intended to parallel a physicist's approach to the solution of a law of nature, the activities are open ended without definite answers. (CP)

Points out that man and his institutions must be far-sighted and make sacrifices now to benefit future species and to preserve the environment. (LS)

Reports a study to determine if the formal capabilities of 81 elementary education preservice teachers would be enhoused from problem solving instruction with manipulative feedback or with pictorial feedback. Results indicate the manipulative mode was clearly superior in student attitudinal responses and achievement. (SL)

Presents problems on the determinations of the maximum number of "monsters" which can inhabit Loch Ness and on the pH of pure water. (SL)

Discusses the problem of complete reduction of representations of infinite point groups. (SL)

Describes a simple computing system which can solve the quantum mechanical problem of a particle trapped in a rectangular potential well. (SL)

Considered are parallel and perpendicular relative velocities and their effect on the minimum time it takes a boat to cross a river. (Author/MA)

Illustrates that a view of the nature of science is dependent upon underlying assumptions concerning scientific proof. Compares the inductive view of science with the non-inductive viewpoint of Karl Popper. (CP)

Advocates changing the role of secondary school science from one of theory verification and problem solving to the formulation and acceptance of hypotheses for observed phenomena. Provides an example of the procedure using Hooke's Law. (CP)

A survey of 167 chemistry professors was conducted to answer this question. Results pointed toward more concentration on mastery of basic concepts such as stoichiometry and problem solving while striving for greater relevancy to current societal problems. (CP)

Discusses a study which focused on students' actual programming behavior. Descriptive data revealed that the high school students spent little time in planning their programs or writing their code. Their debugging behavior was characterized as a trial and error strategy. (ML)

Defines one approach to problem solving in terms of student use of algorithms to find their solutions and gives examples. Discusses how problems and algorithms relate to each other. Describes strategies for teaching problem solving using algorithms. (CW)

Uses examples from four exercises to show how computer-based education (CBE) is used to teach problem-solving in a physiology course. Screen prints are included to illustrate the exercises. Several benefits of using CBE strategies in physiology are also considered. (JN)

Presents a predator-prey simulation which involves students in collecting data, solving problems, and making predictions on the evolution of prey populations. Provides directives on how to perform the chi-square test and also includes an Applesoft BASK program that performs the calculations. (ML)

Introduces questions and activities involving soap bubbles which provide students with experiences in prediction and logic. Examines commonly held false conceptions related to the shapes that bubbles take and provides correct explanations for the phenomenon. (ML)