Problem solving is a valuable skill in the science classroom. Students often use a variety of inquiry strategies to identify problems and their implications; develop action plans; locate relevant sources, information, and data; and formulate solutions. Problem solving is a logical, analytical, and sometimes creative process. The less tangible,…

Too often, teachers scratch their heads and ask, "What were my students thinking?" then answer, "I don't want to know." But teachers should want to know, and students should question their own thinking, as well. Critical thinking involves not just problem solving, creativity, analysis, and synthesis but also self-awareness of learning and learning…

When students understand content deeply, they recognize main concepts and understand the relationships among ideas. But the typical processes students use to study are generally not designed to generate conceptual understandings. Instead, they tend to become passive learners. In this article, the authors present three commonly used classroom…

Describes a project at the Corvallis High School in rural Montana that combines three educational reforms--inclusion of students with diverse academic needs, inquiry-based teaching techniques, and instructional strategies for learning. Discusses project outcomes, including student achievement levels, student attitudes, and student expectations.…

Describes the effectiveness of cooperative learning on discipline problems, interdependence between students, and teacher-student interactions. Explains how to group students and introduces a laboratory activity on covalent and ionic bonds. (YDS)

Describes a method that students can use to build portable planetariums. After building the models, students are familiar with the names of constellations and major stars and are able to share their projects with other students. (DDR)

Presents an inquiry-based research model for high school students to engage in inquiry learning. Provides students and teachers with a better understanding of inquiry and greater confidence in their critical thinking skills. (Author/SOE)

Argues that in order to have bona fide inquiry experiences, students must formulate their own questions, create hypotheses, and design investigations that test those hypotheses and answer the proposed questions. (DDR)

Explores the issue of how to make chemistry more personally meaningful to students who have no interest in continuing the study of science. Describes two projects that each have an interview, research, and presentation format. (DDR)

Clarifies the position of the National Science Teachers Association (NSTA) on informal science education. NSTA support of all elements of informal science education is strong and this position statement includes many specific examples of informal science education. (DDR)

Defines approaches to inquiry-based science teaching and describes many ways in which to conduct this kind of science instruction. Argues that with science reform underway, opportunities exist to transform classrooms into environments with active learners engaged in inquiry. (DDR)

Presents the topic of linking the presence of life on Earth with the chemical evolution of the universe as a whole. The approach involves examining issues related to the biochemical unity of living matter and the chemical evolution of the galaxy. (DDR)

Explains the origin and purpose of the National Science Education Standards. Defines what is meant by the term standards and describes the function of the National Science Education Standards as contributing to the development of a scientifically literate population. Contains 22 references. (DDR)

Describes how students use paper-strip molecules in hands-on activities to show the synthesis of larger organic molecules from smaller molecules. Focuses initially on condensation molecules involving the functional groups in alcohol and carboxylic acids. (DDR)