Advances in the biological sciences necessitate the training of chemical engineers to translate these fundamental discoveries into applications that will benefit society. Accordingly, Tulane University revised its core chemical engineering curriculum in 2005 to include a new introductory course in bioengineering and biotechnology for sophomores.…

Introduces the Techniques in Chemistry I course taught in the Furman University Department of Chemistry which focuses on organic and inorganic chemistry. Uses a problem solving approach and active learning. (Contains 17 references.) (YDS)

The academic needs of gifted students are qualitatively different from those of regular students. This document describes a course that is differentiated for gifted students in the areas of content, process, learning environment, and product. Emphasis is placed on higher order thinking skills through independent study dealing with real world…

Describes the methods used in a general-biology course at the College of Mount Saint Vincent and Manhattan College (Riverdale, New York) in which a problem solving approach is used in conjunction with the audiotutorial method of instruction. (JR)

Provides ideas and suggestions for helping students increase their problem-solving skills, including a four-step general problem-solving approach. Specific examples (considering qualitative problems and problem sequence) and comments on testing/grading are also provided. (JN)

Describes a course designed to familiarize students with alternative sources of energy, with emphasis on problem-solving strategies. Includes list of major topics/subtopics addressed and list of textbooks and recommended readings on alternative energy sources. (JN)

Describes a course module designed to instruct beginning engineering students at the University of New Mexico in problem-solving methodology as suggested by Polya (understand, plan, carry out, look back). (SK)

Describes a laboratory course, modeled on the approach developed by Robert Karplus for physics laboratory courses, emphasizing discovery learning. (SK)

In guided design, students are led through the process of solving open-ended problems in "slow motion." Steps in the decision making involved in and examples of guided design projects in a physical science course are outlined and discussed. Comments on student evaluation of the course are included. (JN)

Described is the development of computer assisted learning packages for nonscience major undergraduate students. The equipment needed to run the packages is described as well as the role and value of the packages. Several examples of the kind of computer graphics used in the computing laboratory are illustrated. The problems associated with the…

Described is an undergraduate biology course which uses exercises for teaching critical thinking. A line-of-reasoning model is presented. Evidence for the effectiveness of this approach is presented. (CW)

Describes a single introductory course for both nonscience and physics majors, emphasizing wave aspects of selected physics phenomena rather than traditional Newtonian mechanics. Modes of presentation, consistent with the notion of a spiral syllabus, are explained with reference to the cognitive and educational theories of Bruner and Piaget.…

Five years ago, an introductory chemistry course for chemists and chemical engineers was redesigned to stress the scientific method, problem-solving, and reasoning skills. Describes: (1) changes made in the course; (2) impacts on student achievement; and (3) student ratings of the course. (JN)

Study aids have been developed in a format allowing students to assimilate partial answers slowly, without consulting the whole answer. Discusses rationale and advantages of using the aids and provides three examples demonstrating logical thinking required to solve short-answer problem and use in multistep mechanistic or synthetic problems.…

Discussed are similarities between college courses described as exemplary by the Society of College Science Teachers. Various strategies used to teach problem solving based on a three-stage model are highlighted. The process of identification of exemplary programs is discussed. (CW)