An activity in which students use a rubber band and flexible straws to pull a dynamics cart so that the cart has a consistent angle and, therefore, a consistent horizontal component of force is described. A copy of the handout for the activity is included. (KR)

Situations describing Einstein's Equivalence Principle phrased in prerelativistic Newtonian concepts are presented. (KR)

Students with language and learning disabilities may have difficulty solving mathematics word problems. Use of a sequential checklist, identifying clues and keywords, and illustrating a problem can all help the student identify and implement the correct computational process. (DB)

An attempt to clarify the teaching of some of the concepts of thermodynamics through the observation of an experiment with an ordinary refrigeration system is presented. The cycle of operation in the refrigeration system and the individual processes in the cycle are described. (KR)

A technique that uses a three-meter Foucault pendulum and a laser to measure latitude is presented. A 40-meter Foucault pendulum located in Finland and the ways in which it is used are described. The technical details and the plans for a continuously driven laser pendulum are discussed. (KR)

Describes an exercise that uses riddles to expose students to important aspects of the process and experience of scientific thinking. Contends that the exercise allows students to examine their thought processes and to view scientific questions from different perspectives. Reports positive student reaction. (DB)

Uses a variation of Hansen's surveyor problem to illustrate how exploring students' assumptions can lead to interesting mathematical insights. Describes methods that utilize self-stick notes and overhead transparencies to adapt computer software to specific classroom needs. (MDH)

Teaching an eight-year-old girl with learning difficulties a more advanced addition strategy through multicomponent self-regulation training and a self-instructional model resulted in more rapid problem solving, fewer learning errors, and the acquisition of even more advanced addition strategies. (SLD)

This study investigated the effectiveness of a schema strategy on the mathematical word-problem-solving performance of four sixth- and seventh-grade students with learning disabilities. The schema strategy led to substantially improved word-problem-solving performance for all four students and these results were maintained at two- and four-week…

Three teaching strategies for problem solving proved to be successful with undergraduates with deafness enrolled in mathematics courses. Strategies included giving an explanation to a peer observer in sign language, visualizing the problem-solving process prior to starting to solve a problem, and observing the teacher modeling the analytical…

Describes a problem-solving lesson involving 24 attribute blocks in which students discuss relationships between patterns, colors, shapes, and quantity. (ASK)

Describes a problem-solving-oriented teacher-inservice program designed to provide opportunities that allow elementary teachers to focus on personal experience as a way of achieving self-understanding and a way of reconstructing their personal meanings about problem solving and problem-solving instruction. Concludes that the program had positive…

Discusses the problem-based learning (PBL) model, including underlying principles and the three phases of the cyclical process: (1) problem development; (2) initiation of PBL events, inquiry, and investigation; and (3) problem solution. A case study illustrates use of PBL in an educational psychology class. A table lists sample problems for…

Discusses clinical problem analysis (CPA) in medical education, an approach to solving complex clinical problems. Outlines the five step CPA model and examines the value of CPA's content-independent (methodical) approach. Argues that teaching students to use CPA will enable them to avoid common diagnostic reasoning errors and pitfalls. Compares…

Discusses strategies for teaching problem-solving techniques during an engineering design course in the third year of a four-year degree program. Describes the content of six problem-solving curricular modules, course organization, evaluation and assessment, and results. (Contains 28 references.) (WRM)