A constructivist approach to teacher education is needed so that students in schools can develop problem-solving and critical-thinking skills. To promote constructivism in schools, preservice teachers must engage in constructivist processes throughout their education. The paper describes a program that uses technology to integrate constructivist…

Describes an agency's implementation of problem-solving consultation. Case examples are used to illustrate various components and efforts made to evaluate perceptions of problem solving consultation. Strategies to guide further implementation of consultation at the systems level are summarized. Discusses areas in which additional resources would…

A computer-delivered problem-solving task based on cognitive research literature was developed and its validity for graduate admissions assessment was studied with 107 undergraduates. Use of the test, which asked examinees to sort word-problem stems by prototypes, was supported by the findings. (SLD)

This study examined two neglected dispositional contributions to creativity, needs for uniqueness and cognition, in 150 undergraduates. Results indicated individuals high in the needs of uniqueness and cognition evidenced more creative past accomplishments and produced richer visual and verbal products, more individualistic photo essays, and more…

Reports on a pilot study that investigated the creative impact of information and communication technology (ICT) in a grade 6 class in England. Presents a model of creativity that includes problem solving, creative cognition, and social interaction; and discusses the creation of personal Web pages. (Author/LRW)

The Pennsylvania College of Optometry's experience in implementing problem-based learning, usually used in small classes, in a large group instructional situation in a traditional, subject-based optometric curriculum is described. Development of a modified approach, simulated patient problems, weekly quizzes, patient notes, large- and small-group…

Provides a checklist of 40 criteria for an effective child care organization. Criteria involve the areas of planning and evaluation, motivation and control, group functioning, staff development, decision making and problem solving, financial management, and environmental interaction. (BB)

Discusses ways in which parents can serve child care programs as referrals for prospective clients, volunteers, members of advisory boards, fundraisers, project coordinators, providers of skills and expertise, donors, problem solvers, and advocates. (BB)

Investigated were Australian and Papua New Guinean elementary school children's strategies and errors on arithmetic word problems. Reports that (1) the two samples showed similar strategies and similar errors and (2) the main variable determining difficulty was the semantic structure of the questions. (YP)

Discussed is the value of making writing a regular part of the mathematics curriculum. Writing skills can be used in creating word problems, bilingual classrooms, process problems, mathematics journals, and as a diagnostic tool. Included are examples of students math work and written explanations. (KR)

Examines peace education at the elementary school level, stressing the need to include interpersonal and international relations when teaching peace. Suggests peace education can lead children to prosocial behavior. Sees peace as a positive of being. Urges the infusion of peace education throughout the elementary social studies curriculum. (CH)

Two field experiments were conducted to compare the effects of a cooperative learning group method to a whole-class method on acquisition of selected social-environmental studies problem-solving skills by 342 fourth graders. Both methods outperformed the control, but the cooperative strategy was less effective than was the whole-class method. (TJH)

The question of how children solve force and motion problems in computer simulations without explicit knowledge of the underlying physics was investigated. Keystroke sequences made by children were saved and analyzed, and children were interviewed to understand their perception of the relationship between keyboard input and on-screen action. (CW)

Differences in critical thinking between undergraduate and graduate students in the social and mathematical sciences was investigated using multiple measures of critical thinking that reflect different types of problem structure. Educational level and academic area differences were found across measures. (Author/MLW)

Describes an action research study that observed the use of Logo by first grade children in public schools. Students' use of screen wraps is highlighted, and learning activities other than programing that resulted are described, including problem solving, acquisition of mathematical concepts and language, peer tutoring, and productive play. (LRW)