Educational strategies have evolved over the years, due to research breakthroughs and the application of technology. By using the latest learning innovations, curriculum and instructional design can be enhanced and strengthened. The "Handbook of Research on Driving STEM Learning with Educational Technologies" is an authoritative…

This article discusses problem solving and how science educators can integrate problem solving into their instruction. The Search, Solve, Create, and Share (SSCS) model was developed based on the findings of problem solving research. (YP)

A simple teaching model, designed to show rapidly which are the principal factors in population growth and how they are related, is presented. The apparatus described allows students to play several different active roles. (MP)

Discusses a misconception about the cycloid that asserts the final point on the path of shortest time in the "Brachistochrone" problem is at the lowest point on the cycloid. Uses a BASIC program for Newton's method to determine the correct least-time cycloid. (MDH)

Presents a framework for model development that, when used, will help the student (or professor) avoid the major pitfalls associated with modeling. Includes not properly identifying the controlling factors, lack of model validation and developing a model that is incompatible with its end use. (CW)

Presents a practical model for planning and implementing a field trip as an integral part of the science curriculum. Reviews the literature related to the role of field trips in the learning process; describes the model; and provides an example implementing the learning cycle method. (Contains 17 references.) (MDH)

Discusses risk assessment, including risk assessment as a modeling process, models and social values, political decision making, the public, and risk assessment techniques in the biology classroom. (MKR)

Presents three dimensional models of biological pathways for the following cycles: carbon, nitrogen, sulfur, and a combination of the three. Discusses steps involved in each cycle and breaks each cycle into trophic and environmental regions. (MVL)

This model is useful in identifying specific learning problems and in providing techniques for the teacher to motivate and teach students at all levels. What it is and how it can be used are discussed, illustrated by specific strategies for geometry and science. (MNS)

Discusses the nature, role, and limitations of analogies in science teaching, suggesting that they be discussed in the classroom to: (1) increase awareness of their limitations; (2) prevent misconceptions from occurring; and (3) encourage critical thinking. (JN)

The author advocates science teaching that fosters curiosity, inquiry, and hands-on experience. (Condensed from "Virginia Journal of Education," May 1981, p13-15.) (Editor/SJL)

Describes procedures for designing your own huge scale model of the solar system. (ZWH)

The ENVISION professional development model uses active teacher involvement in inquiry and inquiry-based teaching to enhance teachers' understandings about inquiry-based study of local environmental problems and teaching science using inquiry. Teachers also design and implement professional development for their school-based colleagues about…

When one encounters a problem that one has no adequate way of representing, a new mental model for the problem may have to be found. When a possible model is found, an important next step is to evaluate the validity of the model. In this document, examples of subjects finding and evaluating mental models used as problem representations are…

Voltammetry is used as a model for teaching chemical instrumentation to chemistry undergraduates at the National University of Singapore. Lists six criteria used to select a successful teaching model and shows how voltammetry satisfies each criterion. (JN)