Presents a few examples of not-so-traditional problems that can be very helpful in teaching some particular concepts or approaches in physics. Problem sets include vector addition and vector components, reference frames, and choosing the right approximations. (JRH)

A British action research project developed and tested a three-step model for teaching critical thinking in nursing education: (1) specific sessions on critical thinking; (2) problem-solving teaching strategies; and (3) regular tutorials to monitor progress. Combining a problem-solving approach to lesson planning with tutorials can bring about…

Examines the advantages of presenting case study information via multimedia. Highlights identify advantages of using multimedia, including browsability, comprehensiveness, currency, flexibility, linkage, simplicity, precision, closeness to problem, and cost savings. Potential problems are also discussed. (Contains eight references.) (SLW)

Examined the nature of sociocognitive growth in 66 kindergarten and first-grade children by having pairs of children work together to solve spatial perspective-taking problems. Found that the entering performance composition of the dyads did not affect cognitive growth, whereas the construction of shared cognitive experiences in which children…

Reviews five books on developmentally appropriate teaching, and two volumes from a series on an interpersonal cognitive problem-solving program. (HTH)

A mathematician who has been teaching for 58 years discusses 3 types of knowledge that are subjects for teaching or learning (what, how, and why) and why teaching must include problem solving or the use of the Socratic, Moore, or discovery method. (MKR)

Reports on a small-scale study of 13 dyads working at number tasks that found "sidework," a modified form of associative interaction, gave rise to more high order talk and to more posttest learning than did collaboration. Suggests sidework may have greater potential to enhance students' learning than the collaborative mode. (TJQ)

Two studies involving 164 employed adults and 30 brain-injured and 30 noninjured patients investigated a modification of the Cognitive Estimation Test of Shallice and Evans (1978). The normative and clinical data serve as a starting point for further validation of the newly developed measure. (SLD)

Examines a model for children's strategies for inclusion tasks. Suggests that young children are not consistent in task strategies and that they display mixed response strategies. Strategies may change with development. (ET)

Sixty-four adults were tested on simple addition and multiplication problems presented in Arabic digit or English number-word format. Overall, response times and error rates were much higher with the word format, but more important, presentation format interacted with arithmetic operation and problem size. (DR)

Assessed helplessness behaviors in five- to seven-year-old children of mothers with and without depression. Found that, although mothers with depression set a more negative affective tone than mothers without depression during mother-child puzzle tasks, there were few significant differences between the two groups of mothers and children. (MDM)

This activity was created to address a lack of problem-solving activities for elementary children. A "monorail" activity from the Evening Science Program for K-3 Students and Parents program is presented to illustrate the problem-solving format. Designed for performance at stations by groups of two students. (LZ)

Presents sample newspaper activities to help students find applications of classroom-taught skills and to give students practice in reading, thinking, discussing, and writing about mathematics. (MKR)

Seeks to remedy a lack of studies that make direct comparisons using specifically designed instruments. Builds upon a previous parallel study comparing the views of teachers from Spain and England on problem solving by examining pupils' opinions of problems and the difficulties they encounter when trying to solve them. (LZ)

Two groups of agriculture students were taught with case studies and one group without (about 30 students in each group). Case-method groups had greater gains in cognitive performance and changed motivation and attitudes. Case studies had a positive effect on the development of problem-solving skills. (SK)