Authors express their concern for the children whose identities, still so much in the process of growth, are under great pressure from teachers who engage in classroom versions of encounter groups. (Editor/RK)

Discusses the benefits of discovery learning, as opposed to a direct, lecture method, and offers 10 discovery strategies, such as playing 20 questions, using the Socratic method, and problem solving. (JC)

Offers perspectives and specific ways of developing and nurturing critical and creative problem-solving skills with engineering students. Provides examples of exercises and approaches that aim in stimulating creativity and in providing understanding of course material. (ML)

Describes an introductory geology course for non-science majors that focuses on problem solving and group dynamics at The Ohio State University. Reviews its format and contents and compares it with other course options for non-science majors. Includes evaluative comments and provides a listing of group studies project topics. (ML)

Describes a study which compared the instructional effectiveness of a team-based, peer-review approach to teaching programing skills to secondary school students, with that of a traditional approach. The discussion covers students' attitudes and programing skills development resulting from the implementation of the experimental approach. (Nine…

Describes a study of students' ability to balance equations. Answers to a test on this topic were analyzed to determine the level of understanding and processes used by the students. Presented is a method to teach this skill to high school chemistry students. (CW)

Describes the characteristics of task-centered explorations. Provides definitions and examples of types of task-centered activities. Analyzes factors which produce an uneven distribution pattern in the type of explorations that pupils experience. Discusses the implication of these analyses for classroom teachers. (CW)

Argues that there is a sense of surprise and wonder that can result from looking back at problem solutions and there is a potential for then creating unexpected, even memorable, alternative solutions. Example problems with routine solutions and alternative approaches uncovered while "looking back" at the solution are given. (PK)

Twenty secondary mathematics teachers described their thinking as they solved four proportion problems, explained how they would teach two of the problems, and solved four similar problems after having been asked to use proportional strategies. Findings indicate that less formal strategies were not often used by these teachers. (PK)

Presents several kinds of mathematical problems or activities which are suggested by a clock face. (PK)

Many elementary and junior high school students do not become proficient with common and decimal fractions because they have established few connections between the form they learn in the classroom and understandings they already have. (Author/GC)

This paper reports the evaluation of instructional provisions designed to foster higher cognitive skill in a computer programming course. This intervention explicitly encourages novice programmers to engage in the problem-solving skill of planning. (Author)

Six ways to reverse student disaffection with basic science instruction are proposed, including examining the current medical model critically, changing the emphasis from facts to problem solving, decompressing the dental curriculum, building in redundancy to deepen understanding, developing applied basic science, and reexamining the changing…

Research on intelligent tutoring systems is discussed from the point of view of providing moment-by-moment adaptation of content and form of instruction to the changing cognitive needs of individual learners. Implications of this goal for cognitive diagnosis, subject matter analysis, teaching tactics, and teaching strategies are analyzed. (Author)

Compares engineering and nonscience students studying energy concepts in two separate courses. Considers their approaches to solving problems, their views on personal participation in "sociological" solutions to the energy problems, and other areas. Implications for engineering education are addressed. (JN)