Describes an inquiry-based teaching method implemented in an undergraduate exercise physiology laboratory course. Indicates students' strong, positive feelings about the inquiry-based teaching method and shows that inquiry-based learning results in a higher order of learning not typically observed in traditional style classes. This teaching method…

Describes activities which help students understand several basic scientific concepts regarding water. Outlines objectives, materials needed, procedures, and questions to ask about student observations. Investigations include working with the self-sealing property of water, talcum powder, paper clips, and making water wetter. (RT)

Introduces a lesson that can be used for teaching the scientific process with excitement and in a natural learning environment. Suggests activities for classifying, observing, measuring, inferring, collecting data, interpreting, discussing, concluding, and communicating. Supplies a list with pictures and descriptions of types of monuments. (RT)

Describes the activities of the kNights of Physics, a group of preservice teachers, whose goal is to spread the knowledge of the fun of physics to elementary students and their parents. (JRH)

Evaluates the results of an experiment with comprehensive project-organized and problem-based engineering education at Aalborg University that has lasted for 20 years. Several independent evaluations show that the graduates are more readily adaptable, with strong qualities in the field of problem-solving, cooperation, communication, and…

Stresses the importance of teaching physics concepts over having students work on word problems. (MVL)

Presents four examples of physics problems that can be solved with a graphing calculator. Problems included deal with motion, harmonic oscillations, sound waves, and blackbody radiation. (JRH)

Describes an activity that challenges students to apply their knowledge of motion to designing and constructing roller coasters. Emphasizes the processes students go through to communicate their ideas and the problem-solving skills they develop. (JRH)

This article defines and presents a rationale for problem-based learning in science teaching. The process of problem-based learning is outlined and its benefits explored. The use of problem-based learning in the classroom is illustrated to support it as a feasible teaching strategy for secondary school science. (Author/PR)

Describes using problem solving in science instruction and the advantages derived from this approach. Authors' experience suggests there are many problem-solving approaches in physics, technology, and biology but that chemists have not yet made an impact. Presents two case studies in problem solving in chemistry from the Creativity in Science and…

Discusses biological bafflers that can be used with any curriculum to motivate and instill a sense of wonder about the world. The following are some bafflers discussed: animal lovemaking--risky business; animal-size appetites; digging for gold; drinking, the unquenchable thirst; eating; hearing is believing; jumping and lifting contenders;…

Provides a list of 33 problem-solving steps extracted from physics textbooks and arranged within the following 3 categories: setup, solution, and checks. (MDH)

Describes a learning module designed to help students use the factor labeling method in problem solving. (ZWH)

Discusses a misconception about the cycloid that asserts the final point on the path of shortest time in the "Brachistochrone" problem is at the lowest point on the cycloid. Uses a BASIC program for Newton's method to determine the correct least-time cycloid. (MDH)

This male-specific study examined the development of integrated process skill in the context of open-inquiry laboratory sessions. Findings from this qualitative study indicate that male students develop higher-order process skills through nontraditional laboratory experiences that provided the students with freedom to perform experiments of…