This article describes the implementation of high-altitude balloon (HAB) research into a variety of undergraduate atmospheric science classes as a means of increasing active student engagement in real-world, problem-solving events. Because high-altitude balloons are capable of reaching heights of 80,000-100,000 ft (24-30 km), they provide a…

Understanding the scientific method fosters the development of critical thinking and logical analysis of information. Additionally, proposing and testing a hypothesis is applicable not only to science, but also to ordinary facts of daily life. Knowing the way science is done and how its results are published is useful for all citizens and…

Methods used to investigate problems in the sciences include building-up strategies, insight, and change (or serendipitous discovery). Discusses appropriate learning experiences for the undergraduate science students so they are more likely to benefit from the second method of scientific discovery as they make a career in their chosen field. (JN)

Students are learning too many facts, and not enough emphasis is being placed on observational skills. An activity is suggested for college students which shows how observations are made and problems formulated from them. (BB)

Demonstrates what theoretical physicists make a rule using juggling. Provides the thinking process and calculating procedure. (YP)

Identifies problems facing the science educator as a result of the activities of professional educationalists and the knowledge explosion. Presents answers to these problems in an enumeration of the basic ingredients of scientific education, a consideration of the overall curriculum, and a discourse on the art of teaching. (GS)

Mammo I and Mammo II are two versions of a computer simulation based upon scientific problems surrounding the finds of carcasses of the Wooly Mammoth in Siberia. The simulation program consists of two parts: the data base and program logic. The purpose of the data pieces is to provide data of an informative nature and to enable problem solvers to…

Describes a physics laboratory experiment for nonscience majors intended to illustrate indirect experimental methods of sciences treating objects too small for sensory observation. The student explores and attempts to identify an object in a closed container, using provided experimental tools and small openings in the opaque lid. (MLH)

Discusses an experiment designed to give students a feel for the way in which theoretical models evolve. Students are given a system unknown to them and asked to develop a consistent model which fully explains all their observations on the system. (Author/GA)

Describes a preliminary definition of engineering method as well as a definition and examples of engineering heuristics. After discussing some alternative definitions of the engineering method, a simplified definition of the engineering method is suggested. (YP)

Provides two exercises in abstract problem solving. Intended to parallel a physicist's approach to the solution of a law of nature, the activities are open ended without definite answers. (CP)

Illustrates that a view of the nature of science is dependent upon underlying assumptions concerning scientific proof. Compares the inductive view of science with the non-inductive viewpoint of Karl Popper. (CP)

Suggests a scientific approach for teaching problem solving that would aim at understanding the underlying cognitive mechanisms responsible for good problem solving and would then use the resulting insights to design explicit instructions for enhancing student's problem solving skills. (Author/SK)

Compares experts', advanced students', and novice students' use of genetics knowledge to generate and test hypotheses while solving genetic pedigree problems. Reports that experts identified more critical cues, tested more hypotheses, were more rigorous in the falsification of alternative hypotheses, and were more flexible to their solving…