Outlines a problem-solving method for beginning chemistry students that utilizes specific, concrete steps as well as computer-assisted tutorials. The method involves an approach referred to as the Factor-Unit Method coupled with a graphical "road map" which allows students to trace problems from start to finish. (JN)

Provides a reproducible flow chart to aid students in problem-solving skill development. Steps include: determining what is asked; choosing a relationship; and checking validity of the relationship. Teacher notes are given to improve instruction. (DH)

Describes a project-type experiment in which students each try to find the color indicator present in a particular flower. The philosophy of conducting such an experiment and procedures used are included. (JN)

Describes a system of heuristics for problem solving and instructional methods for presenting it to secondary school students. (CS)

The ratio factors approach involves recognizing a given fraction, then multiplying so that units cancel. This approach, which is grounded in concrete operational thinking patterns, provides a standard for science ratio and proportion problems. Examples are included for unit conversions, mole problems, molarity, speed/density problems, and…

Discusses methods and exercises appropriate for use in a secondary school chemistry classroom to enhance mastery of skills in these three areas: communication, mathematics, and problem solving. (CS)

Explains an algorithm which details procedures for solving a broad class of genetics problems common to pre-college biology. Several flow charts (developed from the algorithm) are given with sample questions and suggestions for student use. Conclusions are based on the authors' research (which includes student interviews and textbook analyses).…

Describes 17 situations in physics which require students to write computer programs to solve. All the projects are general in nature and require students to have a thorough conceptual understanding of the content to apply the algorithm needed to solve the specific type of problem illustrated. (JN)

To encourage students to become involved in the inventive and imaginative dimensions of biology, students are asked to invent: a useful product, way to use old newspapers, insect repellent, organism attracter, organelle separater, way to measure rate of hyphal growth, and method to measure strength of spider web. (DC)

Presents responses to an earlier report concerning a procedure for the derivation of the Ideal Gas Law from Charles', Boyle's, and other gas laws. Logic errors and solutions that work are discussed. (CS)

Applications of physics concepts related to the activities of dinosaurs are presented. Problems of mass, speed and motion, and sound are discussed. Solutions to the problems are shown. (CW)

Presents John Collier's "Problem-Solving Loop" as a structure for finding the most acceptable solution to any problem. Describes a project that uses the problem-solving loop to analyze some problems outside the classroom related to kinematics and dynamics. (JRH)

Incorporates some ideas from a book by Galileo into a problem-solving format that challenges students. (LS)