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Peer reviewedLeonard, William H. – Journal of College Science Teaching, 1989
Summarizes research on inquiry and investigative strategies for teaching laboratory science. Concludes that meaningful laboratory instruction is distinguished by: student engagement in science inquiry processes, student manipulation of experimental materials, and the experiential teaching of specific scientific concepts. (RT)
Descriptors: College Science, Educational Research, Inquiry, Laboratory Procedures
Peer reviewedBasili, Patricia A. – Journal of College Science Teaching, 1989
Reports on the assessment of student thinking in the area of commitment to the laws of conservation of matter and energy during a study of conceptual change among introductory chemistry students. States four conditions upon which strategies for conceptual change are based. (RT)
Descriptors: Chemistry, Cognitive Processes, Cognitive Structures, College Science
Peer reviewedWoods, Donald R. – Journal of College Science Teaching, 1989
Reviews a monograph which addresses children's higher-order thinking skills. Suggests the following for teaching problem solving: identify and develop content-independent and content-dependent problem-solving skills, connect developed skills through workshop-style activities to subject discipline, and help students identify and reconstruct their…
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Cognitive Structures
