Presents an activity using logic mystery stories that students solve by asking yes-or-no questions. Helps students discover the reasoning behind good questioning and provides for practice with instant feedback from the teacher. Includes sample stories. (MKR)

Describes the use of the black-box technique to explore electrical circuit design and circuit elements. (JRH)

Investigates the effect that manipulation of the extent of formal reasoning required for solving chemistry problems has upon student performance, and presents a cognitive model for the qualitative analysis of that effect. Concludes that the developmental level of students is the most important predictor of problem-solving success given significant…

Reports results of study examining the effect of inservice education program on middle school science teachers attitudes toward teaching and on teaching behaviors. A nonrandomized control group pretest/posttest design was used with a sample of 44 teachers. Results showed no significant attitude difference between the treatment groups. However,…

Implications for science curricula and instructions of new perspectives on scientific knowledge, on nature of evidence, and on how knowledge changes are considered. Argues that much of science education is mired in positivist assumptions and suggests ways in which science instruction can promote a more appropriate epistemological attitude and…

Uses a blackboard eraser to illustrate solutions to three problems commonly posed to students. The problems are determining (1) the frictional force acting on a stationary body; (2) the maximum acceleration a truck can have without sliding a tray of eggs sitting on the truck bed; and (3) the distance a horizontally thrown object will travel. (MDH)

Solutions to quadratic equations found in solving physics problems sometimes make no sense. Investigates problems in which solutions, such as negative numbers, have significant physical meaning in the problem. Problems are chosen from the topics of kinematics, conservation of mechanical energy, inelastic and elastic collisions, electrostatics, and…

Definitions for the terms open-ended, problem solving, and investigations are considered. The interaction between these terms and teaching styles are discussed. Student influences over the learning process in this type of investigation are examined. (CW)

Presents an evaluation of a correlational reasoning module using content from a variety of topics implemented in 12 grade 9/10 classrooms. Among the findings are that performance on a multivariate correlational task increased substantially and the average treatment student scored higher than 99% of those in the control condition. (PR)

Describes a project where computer-assisted graphical data analyses were introduced to inner-city high school students with weak math and science backgrounds. Provides examples of performance of students on open-ended problem-solving tasks. (PR)

Describes procedures for a demonstration that features an exploding can. This demonstration prompts students to critically analyze the release of energy in an exothermic reaction, the work done in such a reaction, and the enthalpy. (DDR)

Ten-year-old students (n=531) from the U.S. and Germany were studied to determine the relationships between everyday experience, domain-specific control beliefs, acquisition of science knowledge, and solving of everyday technical problems. A causal model, developed and tested through structural equation modeling, showed that domain-specific…

Describes the use of thought-provoking essay questions such as "How does one determine the temperature at which Hell freezes over?" to promote better communication skills among chemistry students. Makes reference to and suggests other thought-provoking questions. (WRM)

Reports on the extent to which the Principle of Relativity was employed by students when dealing with various phenomena. Concludes that the Principle of Relativity is not used as an heuristic tool in students' answers, and that the situations presented were not regarded as "problematic" by the students, who primarily used interpretive…

Makes recommendations for new science teachers about what to do in the middle level classroom. Advocates being creative in the classroom and in finding resources. (YDS)