This paper argues that the introduction of the scientific method in the very rich environments of the natural sciences or human sciences may disguise the process and create difficulties for students because of the multiplicity of variables involved, whereas the variables present in a mathematical context can be readily manipulated and their…

Methods used to investigate problems in the sciences include building-up strategies, insight, and change (or serendipitous discovery). Discusses appropriate learning experiences for the undergraduate science students so they are more likely to benefit from the second method of scientific discovery as they make a career in their chosen field. (JN)

Demonstrates what theoretical physicists make a rule using juggling. Provides the thinking process and calculating procedure. (YP)

A discussion is provided of an instructional technique which has been used in a lower-division biology course to identify and clearly define critical thinking skills for students, model the skills, and give students frequent feedback by describing and evaluating what they are doing. Section I considers the links between the critical thinking and…

This paper explores an action-learning orientation to the study of human relations subject matter in the form of a problem-solving methodology. A rationale for the use of problem-solving techniques in the classroom, as well as a seven-stage illustrative model, is presented. (Author)

The Information Age has been shaping the conception of thinking in education through the capability of computerized problem solving, through the resulting application of the information processing model to human thinking, and through the theories emerging from other cognitive science research in metacognition, construction of knowledge, and…

Describes a physics laboratory experiment for nonscience majors intended to illustrate indirect experimental methods of sciences treating objects too small for sensory observation. The student explores and attempts to identify an object in a closed container, using provided experimental tools and small openings in the opaque lid. (MLH)

The process skills discussed include: observation; estimation; communication; mensuration; and graph construction and interpretation. Two activities for grade 6 and beyond are suggested. (MK)

Described are ways of utilizing intuition in scientific discovery. Students are directed to read detective stories and biographical accounts of scientists in order to gain understandings of the differences between intuition and deduction. Questions, information, and teaching suggestions are included. (Author/DB)

Describes an exercise that uses riddles to expose students to important aspects of the process and experience of scientific thinking. Contends that the exercise allows students to examine their thought processes and to view scientific questions from different perspectives. Reports positive student reaction. (DB)

Presents two examples of problem solving activities in which students are provided with helpful and extraneous information. Each of six group members must make verbal input for the collective solution of a problem. (CP)

Provides two exercises in abstract problem solving. Intended to parallel a physicist's approach to the solution of a law of nature, the activities are open ended without definite answers. (CP)

Offers guidelines for setting up a science fair, establishes criteria for project evaluation and discusses judging and awards. (BR)

Problem solving that both requires and develops higher-order thinking skills is illustrated in the EQUATIONS Challenge Matches program, which consists of computer diskettes at the elementary, intermediate, and advanced levels plus a multi-level diskette. Samples of computer output are given, with the results of various types of experimentation…