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Peer reviewedPek, Peng-Kiat – Journal of Science Education and Technology, 1996
Discusses the use of computer-aided instruction (CAI) packages in promoting active student learning. Describes the development of a CAI package that highlights discussion of real engineering cases and students' ability to transfer knowledge to new engineering problems. Concludes that the students' problem-solving skills can be improved with the…
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Educational Strategies, Educational Technology
Peer reviewedBarba, Robertta H. – Science Teacher, 1990
Problem solving is defined and characteristics of good problem solvers are highlighted. The cognitive processes used in problem solving are discussed. Suggestions for methods which can be used to teach problem solving are provided. Research implications from mathematics education are listed. (CW)
Descriptors: Cognitive Development, Computer Uses in Education, Mathematics Education, Problem Solving
Peer reviewedHodson, Derek; And Others – School Science Review, 1988
Presents information in brief on changing priorities in science education. Cites three categories of aims for science, traits of underachievers, and the processes of science. Includes reflections on the Salter's GCSE Scheme of Assessment, the integration of science and drama, and a historical perspective of practical work in school science. (RT)
Descriptors: Chemistry, College Science, Higher Education, Physics
Peer reviewedde Monchy, Allan R.; And Others – Analytical Chemistry, 1988
Discusses two computer problem solving programs: rule-based expert systems and decision analysis expert systems. Explores the application of expert systems to automated chemical analyses. Presents six factors to consider before using expert systems. (MVL)
Descriptors: Artificial Intelligence, Chemical Analysis, Chemistry, College Science
Peer reviewedVenugopalan, M. – Journal of Chemical Education, 1990
Discussed are the results of a teacher training workshop on problem solving and classroom demonstrations. The materials and topics used in the workshop are listed. Suggestions for using problem solving and classroom demonstrations are provided. (CW)
Descriptors: Chemistry, Demonstrations (Educational), Inservice Teacher Education, Laboratory Equipment
Peer reviewedDunkhase, John A.; Penick, John E. – Journal of College Science Teaching, 1990
Discussed are similarities between college courses described as exemplary by the Society of College Science Teachers. Various strategies used to teach problem solving based on a three-stage model are highlighted. The process of identification of exemplary programs is discussed. (CW)
Descriptors: College Science, Course Descriptions, Critical Thinking, Demonstration Programs
Peer reviewedTephly, Joan B. – Science and Children, 1989
Presents nine hands-on discovery and inquiry type activities which penetrate the student's immediate world, integrate other curricular areas, involve group cooperation, excite, motivate, and encourage creative thinking. (RT)
Descriptors: Biological Sciences, Creative Thinking, Elementary School Science, Environmental Education
Peer reviewedThompson, Cathy L. – School Science and Mathematics, 1989
Discusses the advantages of using discrepant events in elementary school science classrooms in terms of motivation and problem solving skills. Describes the materials, procedures, and reasons behind five discrepant activities. (YP)
Descriptors: Cognitive Development, Cognitive Structures, Elementary School Science, Laboratory Experiments
Peer reviewedMandell, Alan; Lucking, Robert – Journal of Computers in Mathematics and Science Teaching, 1989
Compares a program written both in BASIC and LOGO on its inferential and decision making ability. Explains steps in each program and how deductions and decisions are made. (MVL)
Descriptors: Artificial Intelligence, Cognitive Processes, College Science, Computer Software
Peer reviewedRyan, Janet – Journal of College Science Teaching, 1989
Discusses the lack of study skills found among non-science majors. Provides examples of how science courses differ from other courses. Gives some methods to help students study more effectively. (MVL)
Descriptors: Basic Skills, College Science, Content Area Reading, Introductory Courses
Holzberg, Carol S., Comp. – Technology and Learning, 1994
Describes learning activities for elementary and secondary school classes that use hypermedia software to teach language arts, including book reviews and interactive fiction; science; social studies; communication among autistic preschoolers; problem solving with Legos blocks; and other interactive projects. (LRW)
Descriptors: Autism, Book Reviews, Communication (Thought Transfer), Computer Assisted Instruction
Peer reviewedSoderberg, Patti; And Others – Journal of Computing in Higher Education, 1994
The Genetics Construction Kit is a computer-based learning tool that simulates the phenomena of classical transmission genetics. Its construction kit approach lets users set the parameters of the problem sets to be generated. The program has been used extensively in science education research and curriculum development. (Author/MSE)
Descriptors: Classroom Techniques, Computer Assisted Instruction, Computer Software, Computer Uses in Education
Peer reviewedStallings, Mark; Ottinger, Tom – Science Teacher, 1994
Describes activities that demonstrate the relationship of mathematics and science and their use in solving real-world problems like solid waste disposal. (JRH)
Descriptors: Biology, Environmental Education, Geometry, Integrated Activities
Peer reviewedPinkerton, K. David – Teaching and Change, 1994
A physics/chemistry teacher examined how brain-based learning environments could produce better learning conditions for students. He used thematic teaching, enriched language, naturally complex, long-term design and construction projects, and multifaceted assessment tools. The one-year curriculum indicated that teachers need not sacrifice content…
Descriptors: Chemistry, Classroom Techniques, Cognitive Style, Curriculum Development
Peer reviewedde Villiers, Michael D. – Physics Teacher, 1991
Presents a simple mathematical model in which resultant speed is the sum or difference between wind speed and runner speed and a more complex model that assumes that only a proportion of the wind's speed affects one's running speed to describe the time difference between running with and without wind. (MDH)
Descriptors: Algebra, High Schools, Integrated Activities, Interdisciplinary Approach


