Problems short on computation and long on logical thinking are suggested for development of logical thinking. A set of such problems is presented. (MP)

With imagination, basic computation skills and a "mini-computer", kids find word answers to digital problems and design their own. (Editor)

Compared the writing of students exposed to a problem solving approach to writing models with that of students exposed to a traditional method (strategy explanation, model illustration). (DD)

The iconographic means of illustrating mathematical facts is discussed along with several examples of graphical solutions to descriptive mathematics problems proposed by pupils. (MN)

Presents a convenient notation for powers of ten and logarithms, a demonstration of the nonstoichiometry of nickel oxide, a simplification for obtaining Russell-Saunders term symbols, and a scheme for biochemistry laboratory experiments. (SL)

Uses the Dresden and Feiock quantum mechanical Kac ring pedagogical model to illustrate formal results and approximation limitations of nonequilibrium statistical mechanics. (SL)

Describes the rise of the systematic method of tackling problems of multiple equilibria to calculate the complete titration curves for acids and bases. (SL)

In a course, Developing Creativity in Teaching, graduate students, many of them experienced teachers of varied subjects in junior and senior high school, practiced some methods which facilitate creative learning. (Author)

Rational-emotive education provides a positive, constructive approach for helping young children with learning problems who have psychogenic overlays to cope with worries and troubles effectively and to accept themselves affirmatively. (Author/SBH)

Students can get through college by memorizing, but what they need is to development their analytical skills. More time needs to be spent on teaching students how to use what they know. Courses must be taught from the problem-solving perspective. (MLW)

To determine the effectiveness of using computers to teach problem solving skills to gifted/talented students, 60 elementary students received instruction in either computers, creative problem solving, or the traditional gifted curriculum. One result was that both the computer education and the creative problem solving groups increased in computer…

How the author moved from concern about research to development of prescriptive models of heuristic problem solving and the exploration of metacognition and belief systems is discussed. Student beliefs about problem solving, and their corollaries, are included. (MNS)

Offers four steps to broaden students' thinking by questioning the "facts" from cases or problems. Claims the assignment helps students understand the process of dissecting the parts of a problem, researching the alternatives, writing a factual report, and orally presenting recommendations. (MS)

The problem-solving approach was used with 68 vocational agriculture high school students, and the subject matter approach with 61 students. Tests of problem-area achievement and retention revealed that the problem-solving approach was neither more nor less effective than the subject-matter approach. (JOW)