Proposes a science competition that stimulates student thinking and creativity in which groups of 4 students solve as many problems as possible in 30 minutes. Problems require students to make tools using only the materials provided. Provides materials in a sample tool kit, competition rules, and sample problems. (MDH)

Suggests that disinterest in physics occurs because students and adults can apply everyday concepts to solve problems without understanding the underlying physics concepts. Proposes Wagenschein's Exemplary-genetic Method to teach physics and illustrates the method with examples taken from history. (MDH)

Examines the presence of two factors, cooperative learning training and problem-solving computer-based instruction (CBI), in 23 studies which compared cooperative CBI (C-CBI) and individual CBI (I-CBI). Results provide more evidence that cooperative learning and problem-solving CBIs are important factors in increasing achievement, group…

Studied the use of a problem-posing model in health education. The model based on the ideas of Paulo Freire is presented. Four innovative experiences of teaching-learning in environmental and occupational health and patient education are reported. Notes that the problem-posing model has the capability to transform health-education practice.…

Analyzes undergraduate general-chemistry laboratory manuals (n=10) and identifies illustrative verbs representative of the types of cognitive skills given in Bloom's Taxonomy. Finds that, although the majority of the manuals are similar in their lack of promoting higher-order cognition, a few newer manuals possess the requisite activities for…

Compared the effects of three cooperative-learning environments on Israeli seventh graders' mathematical problem solving (metacognitive training, direct strategy instruction, and neither). Pencil-and-paper testing assessed students' problem-solving abilities. Results indicated that students exposed to metacognitive training significantly…

Discusses science education reform and changes in teaching and learning processes. Compares higher order cognitive skills to lower order cognitive skills in learning, and gives rationales for advocating higher order cognitive skills. (Contains 38 references.) (YDS)

Integrating nutrition into elementary mathematics curricula can help students develop skills for healthful food choices that will prepare them for healthy adult life. Nutrition science incorporates numerous mathematical concepts and procedures. Curriculum integration provides a framework for children to apply knowledge from several disciplines and…

Two aptitude-treatment interaction studies involving 61 college students examined comparative effects of metacognitive strategy training in self-questioning within cooperative group learning and traditional direct instruction on the acquisition of computing competence, learning anxiety, and positive cognition. Results support including cooperative…

Guidelines for implementing a problem-solving approach to teaching mathematics concepts and skills to students with mild disabilities include: establish connections to daily life; use visual presentations; use manipulatives; use peer-mediated instruction; provide models, cues, and prompts; teach self-management techniques and learning strategies;…

Three studies involving 174 elementary school students supported the hypothesis that training in an inductive strategy would enhance performance on tests measuring fluid intelligence, support learning school-relevant declarative knowledge, and improve problem solving. Implications for teaching and testing are discussed. (SLD)

A study compared three procedures for teaching social skills with 13 intermediate-age students with learning disabilities, emotional disturbances, or visual impairments who also participated in cooperative-learning groups. Students who received teacher-directed instruction improved in listening, problem solving, and negotiating skills during…

Describes the social studies curriculum at Oceanside School District in Long Island (New York) that focuses on the concept of essential questions. Explains that the teachers wanted the questions to reflect an awareness of current world problems that students could identify, discuss, and debate in a creative and age appropriate manner. (CMK)

Focuses on how conceptual themes can assist students in problem solving by acting as organizing elements and guides for thinking. States that students can learn how to use important ideas to drive key questions, discern the relationships among concepts that reflect the operation of principles, and visualize a problem to clarify essential issues.…

Four-year curriculum-development project involving computing teachers from Scottish schools focused on methods of teaching and assessing computer-program skills at the secondary 3/4 level (14- to 16-year-olds) and the professional development of participants. Findings show that curriculum development can enhance teachers' professional development,…