A problem-solving strategy that appears to be highly successful is having children write their own word problems. The stages of prewriting, writing, rewriting and revising, and publication are each discussed. (MNS)

The skill of asking appropriate intermediate questions during problem solving is discussed. Several problems and other classroom activities are also presented. (MNS)

Discusses activities involved in a six-hour workshop program on creativity. Also describes: (1) sources of background information on creativity; (2) ways to evaluate skills in creativity; (3) articles and ideas on creativity and problem-solving, including predictors of problem-solving success; and (4) how to find time to teach problem-solving. (JN)

Presents suggestions for helping students broaden their learning skills: tell students you plan to help them learn to learn, hold class discussions where students share learning strategies, give students practice using unfamiliar learning strategies, pick a complex learning exercise and present it in steps, and vary your approach over the course…

Presents a problem-solving activity in which students first guess and then check their answer. Also presents an activity to help students develop skill in understanding the question in a problem and a suggestion to help develop a classroom climate conducive to problem-solving. (JN)

Presents a method for solving problems related to gas laws, the mole concept, molarity, heats of reactions, and other chemical concepts. Also presents another method which was devised to simplify the teaching of stoichiometric calculations using conversion factors. (JN)

Five ways the computer can be used in psychology courses to teach thinking are described: using the computer to replace things that already work (e.g., a tachistoscope); programing the computer; simulating specialized procedures and situations; providing behavior to be observed and described; and posing problems for analysis and solution. (RM)

Looks at devices that stimulate intralinguistic thinking patterns, that is, patterns that can only be induced by the structures and forms of the target language without any dependency upon native-language patterns. Focuses on problem-solving activities that help the learner develop modes of thought that can be solved "Italian." (SED)

When the words "problem" and "answers" are used in connection with computational exercises, students think they are solving problems. Distinguishing between computational forms and problems is illustrated with a variety of topics. (MNS)

Discusses five research areas offering guidance to people concerned about teaching problem solving in elementary schools. Areas are (1) components of problem difficulty; (2) the contribution of reading difficulties to problem-solving deficiencies; (3) characteristics of successful problem solvers; (4) children's use of problem-solving techniques…

Sometimes the immediate use of an algebraic approach to solve a problem can obscure what is actually happening. The solution to one problem is described both algebraically and through a numerical approach. (MNS)

Since early childhood is a critical time to build a readiness for problem solving, 12 specific activities, with problems, are suggested. (MNS)

Describes a two-week corporate public relations simulation that allowed students, acting as media representatives, to experience the frustrations of dealing with a typical company during a crisis. (HOD)

Describes the Whimbey-Lochhead approach to help students develop problem-solving skills, providing instructions for using the approach in instructional programs. Includes a list of 70 tactics or heuristics used (or misused) in problem solving. Other ideas and information from books and articles on problem solving are included. (JN)

Intermediate and junior high school students became very involved with this learning activity which involved detective work. Working in groups, students had to solve a riddle based on a sequence of clues. The answer to each set of clues was either a person, an event, or a place. (RM)