An exercise which relates particle scattering and the calculation of cross-sections to answer the following question--"Do you get wetter by walking or running through the rain?"--is described. The calculations used to answer the question are provided. (KR)

The impact of 15 hours of medical decision-making instruction (provided during a clinical preceptorship) on ratings of students' problem solving during subsequent third-year clinical clerkships is reported. Problem-solving ratings were not found to be better for students who had the instruction and clinical experience than for students in the…

Distinguishes two types of learning processes: (1) learning from regularity--a linear model of problem, process, and product; and (2) learning from irregularity--adaptation to changing circumstances. Argues that these approaches lack an ethical or political dimension and advocates learning from responsibility or social commitment. (SK)

Among 40 second and sixth graders in a Bureau of Indian Affairs reservation school, those who participated in 6 15-minute sessions of imagery training had significantly higher posttest scores on the Torrance Test of Creative Thinking, compared to controls. Such training may increase children's problem-solving ability. Contains 24 references. (SV)

Describes how a classroom "legislative forum" can help students develop critical thinking, writing, and speaking skills, and foster civic consciousness. (PRA)

Identifies how researchers have defined active learning, and synthesizes current findings on the instructional designs that facilitate hands-on problem solving. Proposes three additional areas of inquiry into the instructional needs of active learners. (SR)

Teaching which does not in any significant way address the genesis of mathematical ideas hides the fact that mathematics is created by people; that it involves intuition, exploring, conjecturing, and reasoning; and that it is purposeful. Such teaching can give students appearance that much of mathematics is very arbitrary; it just falls from the…

Steps in an integrated model include (1) problem solving (exploration, assessment, goal setting, planning, implementation, evaluation); (2) community building (entering, discovering, developing relationships, building an organization, enhancing capacity, phasing out, exiting); and (3) systems interaction (change agent system, client system, action…

Develops a conceptual framework for applying schema theory to the appraisal of expertise in school administration and reports the results of a study conducted to investigate relevant variables. Results showed that attention to detail and abstraction level were both positively related to judged expertise. Professional experience in schools was also…

Makes the analogy between Wilfred Bion's theory of mental processes involving preconception and mathematical problem solving. (MDH)

This prospective study of 17 high-functioning residentially treated adolescents with autism found that cognitive shifting, as measured by card sorting tests, was the only significant factor in predicting progress in social understanding. (Author/JDD)

Reported is one researcher's efforts to solve a classic mathematical problem called the "sphere packing problem." The historical barriers to solving this geometry problem are discussed. (CW)

A discussion of the student activities administrator's role in solving substantial problems on the job looks at typical difficult situations and offers models for dealing with them. Each model consists of five practical steps for problem resolution. Situations addressed include emergencies, motivational crises, and externally imposed…

Examined alcohol awareness education courses taught at five college campuses. Administered pre-, post-, and learning retention tests to college freshmen and sophomores (N=703) to evaluate correlation of variables in knowledge-responsibility-consequences model and effects of alcohol education on consequences. Findings showed alcohol education…

Cooperative learning needs three key requirements to be successful: the development of new curriculum materials; ability to treat status problems arising in small groups; and availability of collegiality and strong organizational support. Stanford University's Program for Complex Instruction involves each group in different problem-solving tasks…