Many students enter high school with some science knowledge and experience doing investigations but often know little about the nature of science (NOS) or how the knowledge is developed (i.e., science practices). As science teachers, we need to get students excited about science as quickly as possible with activities that introduce the practices…

Three sample physics problems are presented in this article. The solutions to the three problems addresses a major student difficulty in problem solving--knowing where to begin. The first suggested step is to begin by stating what is asked for. Step 2 is identifying the fundamental physics that underlies the problem situation. Step 3 is isolating…

Introduces an activity in which students design and experiment to determine the mass of a sample of copper without using a balance. Uses water displacement to find the mass of copper. (YDS)

Examines the processes involved in problem solving and provides twelve problems that may be used to illustrate these processes. (JR)

Examines the nature of observational science and cites its role as a foundation for subsequent scientific research. Uses a case history to illustrate the interplay of observation, problem recognition, and hypothesis testing. (DDR)

Describes a lesson that utilized inquiry to teach the students a scientific concept and to emphasize the fact that they shouldn't jump to conclusions. (LS)

Supports the use of a science experiment option in the high school curriculum to enhance student learning. Presents a science experiment rubric and connects the use of science projects with standards. (DDR)

Authors discuss "the scientific method" and assert that laboratory scientists ask questions but seldom state formal hypotheses to be answered by controlled experiments. Authors suggest that experimental results should not be viewed as fact, and students should not be required to memorize the steps of the scientific method. (PR)

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)

A new model for problem solving is broken down into four overlapping and interactive processes: Problem Posing, Problem Approach, Problem Solutions, and Communication. Figures illustrate the skills used in this new image of science problem solving, and a ninth-grade science investigation employing the processes is described. (LZ)

Details a project in which successful DNA analysis techniques were developed by students and their teacher in a rural school. Focuses on a study of sage grouse. (DDR)

Presents performance assessments, written by a team of Wisconsin science teachers, designed to see if students know, have practiced, and are able to perform the skills associated with science problem solving. (JRH)

Explains the educational challenges in the southeast United States that cause negative attitudes among students toward science. Targets safety; introduction to laboratory equipment; learning to construct graphs, tables, and charts; and learning the steps of experimentation as the objectives of classroom instruction. Identifies the assessment of…

Explains the use of contingency tables as a tool in assessing variables to determine whether a relationship exists. Develops an example hypothesis step-by-step, noting the scientific processes and attitudes being addressed. Cautions that a large difference, which suggests a relationship, is not explanation since correlation does not guarantee…

Describes a minicourse on experimental hypotheses. The courses which treats the investigative nature of biology as a major theme, teaches nonrigorous problem-solving and engenders the excitement of self-discovery. Manipulation of variables in relation to controls, the principles of deduction and induction, and their application to selected…