Provides insights on the use of case studies as a method of instruction. The article partitions into the following sections: (1) Case studies as a teaching technique; (2) How to write a case; (3) How to teach a case; and (4) Pluses and minuses of the case method. (ZWH)

Shares excellent quotes that can be used in the classroom to enliven or punctuate a topic of discussion. (ZWH)

The case study technique allows students to understand the social impact of science-related decisions; it lets them experience historic events as recorded when they occurred. Presented are tips for developing case studies as well as two examples suitable for use in college science classrooms. (JN)

Discusses dimensions of a learning style model and proposes instructional methods that should reach students who span the spectrum of learning styles. (PR)

Examines several variables that may interact to affect the success of writing in science courses and provides some student views on these assignments. (PR)

Describes a case study on breast cancer and the access to adequate medical care to help demonstrate the use of the case study method in instruction. This is one of a series of articles written to stimulate interest in the use of the case study method in teaching undergraduate level science. (ZWH)

By using pseudoscientific examples to show what science is not, instructors can generate a healthy skepticism in students while making them understand how science applies to their daily lives. A course incorporating such pseudoscientific examples (including extra-sensory perception -- ESP) is described. (JN)

Because a teacher and a student were seated on either end of a log (facing each other), there was direct, eye-to-eye, one-on-one communication. If properly used, computers can take the place of the log, establishing the eye-to-eye, one-on-one, two-way communication. Advantages occur because computers are interactive, individualized, modular, and…

Describes the nature and use of a "strategy", an organized approach that breaks down the overall mental task of problem-solving into stages, providing details of the McMaster Six-Step Strategy. Also provides instructions for working through a Whimby pair series of problems and the Schoenfeld management approach. (JN)

Describes a method to prevent and uncover cheating during testing in large university classes. (PR)

Presents an informal evaluation of the Science as a Way of Knowing Project started in 1983. (PR)

A professor explains how he uses cartoons in teaching science. (PR)

Discusses research into problem-solving skills that have caused the theoretical methods of teaching and learning problem solving to evolve rapidly. Presents issues and questions that still need to be explored. (PR)

Describes the philosophical orientation and methodology employed in a laboratory chemistry program at Princeton University. Discusses the program's approach and use of challenging experiments, teaching assistants, and mastery teaching. (ML)

Discusses activities involved in a six-hour workshop program on creativity. Also describes: (1) sources of background information on creativity; (2) ways to evaluate skills in creativity; (3) articles and ideas on creativity and problem-solving, including predictors of problem-solving success; and (4) how to find time to teach problem-solving. (JN)