Used computerized simulation models of qualitative, conceptual problem solving and quantitative problem solving to examine qualitative physics knowledge acquisition during textbook-based physics training. Found that qualitative knowledge was acquired on the basis of explicit textbook information, but there were also cases of qualitative learning…

Suggests ways in which teachers can help students learn investigation and problem-solving skills on open investigation tasks. Includes matching the degree of openness of the investigations to the experience and skills of the student, providing scaffolding to support student decision making, and using formative and student self-assessment. (JRH)

Extends research on the centrality model -- an integrative model of stress and cognitive appraisal -- by examining the relationships among achievement, challenge appraisal, and subsequent coping behaviors. Results indicate that the importance of achievement interacted with challenge appraisal to predict both planful problem solving and positive…

Summarizes examples of assessment strategies put forth by the National Council of Teachers of Mathematics in "Assessment Standards for School Mathematics." Strategies include teacher observation of student behavior, problem-solving projects that involve one or more students, and having students write responses to math problems. (CR)

Argues that the key distinction of a situated approach to studying intelligent behavior is not the method used but the focus of the investigation, specifically the unit of analysis. Discusses contemporary approaches to assessment, collaborative problem solving as an assessment context, situated assessment, intentional dynamics, and interaction as…

Four studies of undergraduates were conducted to assess the relative importance of quality and quantity as goals of brainstorming. Participants (n=65) believed it was more important to produce creative and high-quality ideas than to generate many ideas and believed brainstorming would enhance the quality of others' ideas (n=109). (Author/CR)

Argues that many of the needs youth have are determined by where and how they live. Suggests youth services providers should take a constructivist approach by helping communities and organizations create services that provide and nurture caring attitudes and behaviors. Presents recommendations for modifying cultures and organizing caring…

Argues that proving something begins with an assumption and proceeds logically to a conclusion, thus convincing by offering arguments. Describes some pitfalls involved in proving through examining several case histories. Offers suggestions for teaching the proof process. For example, sometimes an extreme example or counterexample will do more to…

Describes a protocol designed to help students taking their first undergraduate physics course acquire the basic skills of physics problem solving. Discusses the evaluation of the educational effectiveness of this protocol and its use in an interactive multimedia learning package. Contains 16 references. (Author/JRH)

Presents a problem involving fractions for discussing and sharing of student responses to the problem at a later date. (KHR)

Outlines a conceptual framework for using a problem-based learning model for teaching the Instructional Design Business Acquisition Process. Discusses writing a response to a request for proposal, developing a working prototype, orally presenting the solution, and the impact of problem-based learning on students' perception of their confidence in…

Investigates students' mental models of chemical equilibrium using dynamic science assessments. Reports that students at various levels have misconceptions about chemical equilibrium. Involves 10th grade students (n=30) in the study doing a series of hands-on chemical experiments. Focuses on the process of constructing mental models, dynamic…

Describes the different ways in which two pioneering Australian teachers adapted their teaching to use computer algebra systems (CAS). One teacher used CAS with the primary goal of increasing understanding but restricted student use. The other teacher adopted CAS as an extra technique for solving standard problems, emphasizing time saving routines…

Discusses the distribution of cognition in small virtual group learning and examines how the distribution of cognition is manifested in the context of student-student interaction. Describes a collaborative problem-solving situation in a virtual learning environment and presents an approach to analyzing and modeling asynchronous collaborative…

Discusses the increased emphasis on problem solving and problem-based learning in instructional design and the need for new methods for task analysis and models for designing instruction. Defines the rationale and means for analyzing, organizing, and presenting stories to support problem solving by case-based reasoning. (Author/LRW)