Describes how shared learning activities, including cooperative learning, collaborative learning, and small group learning, can develop critical reading and problem-solving skills. Discusses the teacher's role in guiding shared learning activities. (MM)

Use of video recorders may enhance young children's comprehension, recall, memory, and problem-solving skills. Research should be conducted on ways in which the combination of the video recorder and computer technology may facilitate children's learning processes. (RH)

Describes the Philosophy for Children program in critical thinking, its pedagogical approach involving the community of inquiry, and the sociocognitive learning theories upon which it is based. Suggests it can be used as a pedagogical model for developing collaborative learning approaches in art education, especially aesthetics. (KM)

Suggested are ways that problem solving can be integrated into existing college courses. Modification of assignments, reduction of class examples, developing the structure of knowledge, finding time to teach process skills, and developing student awareness are discussed. A self-assessment form for students is included. (CW)

The effects of overt or covert verbalization and specific or non-specific goals were investigated. Sixty-four undergraduate students solved acquisition problems and subsequently took tests measuring near and far transfer. Results indicate that acquisition can be influenced by teaching methods emphasizing conscious attention to goals. (SLD)

Reports on a study that analyzed students' chain of music decisions from problem perception to problem solution. Found that highly involved problem solvers explored and organized sound for its musical expressiveness, while uninvolved problem solvers rarely based their decisions on musical concerns. Concludes with implications for music teaching.…

A generalization of the golden ratio is made, called the silver ratio. Some examples where the golden ratio appears are provided so that the silver ratio appears. (MNS)

A course at the University of Georgia is described that helps students acquire problem-solving skills so that ultimately the entire remedial program would be improved, giving students with major deficiencies in basic skills a better chance to succeed in their regular university courses. (MLW)

Describes qualitative aspects of explicit and less explicit explanations of cognitive reasoning processes associated with mathematical problem solving strategies. Includes lesson excerpts to illustrate three major differences between explicit and less explicit explanations. (MG)

Third graders decided to collect 10,000 objects, first determining how many each child would bring. Grouping and other activities were involved, and each child wrote about the experience. (MNS)

Summarizes research that contrasts the approaches and attitudes of successful and unsuccessful problem solvers. Supplies a categorized list of problem solver characteristics. (RT)

This classic reprint was first published in 1955. Fehr discusses how to determine what is taught, and makes specific comments on the roles of planning, meaning, practice, learning, and problem solving. (MNS)

An across-the-curriculum program was developed to teach learning, thinking, and problem-solving skills to bright middle-school underachievers. This article describes the pilot program's theoretical basis, axioms of program development, guidelines for teaching metacognitive strategies, and a framework for strategy implementation. (Author/JDD)

Focuses on the place of discrete mathematics in the grades 9-12 mathematics curriculum and discusses how the topic of recursion should be taught. Presents several examples of recursion involving LOGO, spreadsheets, sequences, Pascal's triangle, and the Tower of Hanoi to illustrate its teaching. (MDH)

Presents a study involving students (n=46) enrolled in an introductory physics course designed to describe and understand students' experimenting and problem-solving strategies in a constructivist learning environment. Concludes that students should be provided with problem-rich learning environments in which they learn to investigate phenomena of…