Reviews Piaget's stages of development and describes types of educational activities which are appropriate for specific levels of cognitive development. (CP)

Discusses briefly Piaget's views on intellectual development as related to science teaching. Describes intellectual activities observed in science classrooms and shows how specific science lessons can be designed to encourage cognitive development. (GA)

Presents a classroom activity which can be used both to assess student's modes of thought and to clarify the logic of hypothesis testing. The task is based on Piaget's theories of cognitive development. (HM)

Discussed is the teaching of physics with an emphasis on the learning of concepts before problem solving. Examples of this approach are provided. (CW)

Problem solving is defined and characteristics of good problem solvers are highlighted. The cognitive processes used in problem solving are discussed. Suggestions for methods which can be used to teach problem solving are provided. Research implications from mathematics education are listed. (CW)

The use of concept maps, Vee diagrams, flow charts, and productive questions to increase student understanding of laboratory exercises and to improve student attitudes toward lab classes is discussed. Examples of each are provided. Student responses to these teaching methods are described. (CW)

Discusses a study of students' conceptualizations and misconceptions of how objects sink and float. Results showed little difference in the levels of understanding of the "sink and float" concepts by groups ranging from primary age to college. As age increased, terminology used by students varied, and misuse of terms increased. (TW)

Presented are six activities that help to promote critical and creative student thinking. Activities include discrepant events and questioning, divergent thinking, dilemma discussions, and drawing objects from symbols. Activities can be adapted to any science discipline. (KR)

Chemistry can be described on three levels: sensory, molecular, and symbolic. Proposes a particle approach to teaching chemistry that uses magnets to aid students construct molecular models and solve particle problems. Includes examples of Johnstone's model of chemistry phenomena, a problem worksheet, and a student concept mastery sheet. (MDH)