Summarizes research on inquiry and investigative strategies for teaching laboratory science. Concludes that meaningful laboratory instruction is distinguished by: student engagement in science inquiry processes, student manipulation of experimental materials, and the experiential teaching of specific scientific concepts. (RT)

Considers research concentrating on the correlation between knowledge structure and learning. Suggests implications of this research to classroom teaching. Cites characteristics of unsuccessful and successful problem solvers. (RT)

Reviews a monograph which addresses children's higher-order thinking skills. Suggests the following for teaching problem solving: identify and develop content-independent and content-dependent problem-solving skills, connect developed skills through workshop-style activities to subject discipline, and help students identify and reconstruct their…