Mathematics is an essential element of physics problem solving, but experts often fail to appreciate exactly how they use it. Math may be the language of science, but math-in-physics is a distinct dialect of that language. Physicists tend to blend conceptual physics with mathematical symbolism in a way that profoundly affects the way equations are…

Discusses the importance of student questions as tools of instruction and as indicators of student misconceptions. Suggests different ways in which students may gain an understanding of biological concepts through discussion of popular movies and biological problems. (CW)

The purpose of this study was to develop a procedure for the evaluation of M-demand of chemistry problems. It was shown that dimensional analysis upon the Neo-Piagetian theory of Pascual-Leone could help science teachers to understand the epistemological basis of their discipline. (CW)

Some common themes of cartoons that use science as a subject are identified. Cartoons that deal with the topics of theory, the universe, school, the relationship between science and technology, and the nature of science are included. The sociology of scientific humor is discussed. (KR)

Criticizes the way organic chemistry teaching laboratory experiments are approached from the viewpoint of physical chemistry. Compares these experiments to cooking. Stresses that what matters is not the practice of the finger skills of organic chemistry but practice in the style of thinking of organic chemists. (CW)

Suggests that problem-solving ability of science students is associated with students' ability to organize the information provided in a problem into memorizable patterns. This hypothesis, derived from research studies, is exemplified by reference to chemical problems and its educational implications. (Author/GS)

Explains a generative theory of textbook design and describes three experiments that compared college students' solutions on transfer problems after reading science texts with illustrations adjacent to corresponding text and including annotations, and illustrations separated from text without annotations. (LRW)

A trend at U.S. colleges and universities in teaching first-year science courses is discussed. An approach in the classroom and lab in which students engage in science through observation and hypothesis is emphasized. Hands-on science, experiential science, and constructing science through cooperative learning are discussed. (KR)

Proposes that there is a universal method for all realms of knowledge. Reviews Descartes's definition of the universal method, the engineering definition, and the philosophical basis for the universal method. Contends that the engineering method best represents the universal method. (ML)

Discusses the differences between problems and exercises in chemistry, and some of the difficulties that arise when the same methods are used to solve both. Proposes that algorithms are excellent models for solving exercises. Argues that algorithms not be used for solving problems. (TW)

Discusses the difference between a generic chemistry problem (one which can be solved using an algorithm) and a harder chemistry problem (one for which there is no algorithm). Encourages teachers to help students recognize these categories of problems so they will be better able to find solutions. (TW)

Discusses the differences between problems and exercises, the levels of thinking required to solve them, and the roles that algorithms can play in helping chemistry students perform these tasks. Proposes that students be taught the logic of algorithms, their characteristics, and how to invent their own algorithms. (TW)

Proposes that students learn and do chemistry based on their own beliefs. Expresses concern that the educational system supports and rewards the learning of facts over the learning of concepts and general skills. Offers suggestions for instructional improvement. (TW)

Suggests taking a relatively unsophisticated scientific theory and finding criticisms which could be leveled against it. Illustrates this instructional strategy by presenting a detailed criticism of the projectile theory of light. (SK)

The role of technology throughout history and its relationship to science is discussed. The new frontier of societal technology is considered in terms of human behavior and misbehavior in the face of conflict. (SA)