Biology is the most rapidly evolving scientific field of the 21st century. Biology graduates must be able to integrate concepts and collaborate outside their discipline to solve the most pressing questions of our time, e.g. world hunger, malnutrition, climate change, infectious disease and biosecurity. University educators are attempting to…

Uses student-formed groups during recitation periods to solve problems and develop concepts. (MVL)

A course to provide experience in formulating and making recommendations for courses of action on realistic political problems can be achieved, through a problem-oriented group approach. Some of the pitfalls of this approach, described in this article, do not, however, negate its effectiveness. (Author/JH)

Frustrated with existing approaches to teaching introductory small group communication, an instructor developed a systematic approach called Group Problem Solving through Communication Styles. Assumptions underlying the course are that the small group communication class is a general education course (it may be the only communication class taken…

Discusses a team-oriented formal testing method used in a mathematical modeling course taught during the Alma College intensive spring term. Asks the question, If a collaborative teaching method is used, how does one assess students' acquisition of problem-solving and mathematical-thinking skills? (Author/MM)

Differences in biochemical education for job qualification and education for career preparation are described. Asserts that educational changes are needed to prepare students for careers. To build career skills, the author argues there needs to be more small group work. (PR)

In small groups, business students choose and demonstrate a decision-making technique appropriate for an organizational situation they develop. Performance is evaluated by peers on the basis of situation choice, demonstration of technique, and quality of the solution. (SK)

If being a competent small group problem solver is difficult, it is even more difficult to impart those competencies to others. Unlike athletic coaches who are near their players during the real game, teachers of small group communication are not typically present for on-the-spot coaching when their students are doing their problem solving. That…

Describes the use of optional group projects for third-year college-level geography students. The authors conclude that this format, besides being intellectually rewarding, teaches students valuable research, problem solving, and social skills. (AM)

Classroom creative problem-solving activities were developed around clearly defined problems having many possible solutions and entailing a situation where reality is slightly skewed. Working in small groups, students role-play by becoming "experts" at the matter in hand. A group secretary keeps students accountable for their time. Problem-solving…

Guided Design is a teaching method which stresses developing competence in problem solving and decision making. Application of the method in a United States government course is described. Small groups of students design solutions to open-ended questions. (Author/KC)

Gives an overview of service-learning principles and a rationale for transforming traditional courses into service-learning courses. Presents small-group techniques for problem solving and increasing group service-learning success. Draws on author experience and research in other disciplines. Argues that, when theories of classroom instruction are…

A series of simulated patient experiences were presented to two groups of five students concurrently with a regularly scheduled integrated course in neuroscience. Results showed increased motivation, problem solving, and self-study skills in the experimental groups as compared to the control groups, which were also enrolled in the neuroscience…

A thinking aloud pair problem solving (TAPPS) procedure--two students work cooperatively on a collection of short problems--is outlined, and reading comprehension exercises and sample student thought process protocols are presented. (Author/MLW)

Identifies communication difficulties between students and students and instructors as important sources of barriers to achieving high-quality student practice. Proposes some strategies to address communication difficulties in the context of small-group, in-class problem solving. (Contains 36 references.) (Author/YDS)