This article discusses problem solving and how science educators can integrate problem solving into their instruction. The Search, Solve, Create, and Share (SSCS) model was developed based on the findings of problem solving research. (YP)

Describes teaching strategies that help students improve problem solving skills. Lists three factors good problem solvers were found to possess. Gives step by step instructions for solving problems. (MVL)

Examines the hypothesis that there are preliminary stages in problem solving that are often neglected in teaching chemistry. Discusses correlations calculated between the student's ability to handle disembedding and cognitive restructuring tasks in the spatial domain and ability to solve chemistry problems. (TW)

Argues against the merely descriptive presentation frequently used in teaching biochemistry and in favor of a constructivist approach called heuristic-teleonomic, which unites the process of discovery with adaptation to functional ends. Discusses difficulties inherent to the nature of biochemistry, including the conflict between acquiring…

Describes an investigation of the strategies used by 47 high school students in solving volumetric analysis problems in chemistry. Reports that students in the high ability group mainly used the "formula" approach, while those in the low ability group tended to use the "proportional" approach to problem solving. (TW)

Describes the novice-to-expert model of human learning and compares it to the recent advances in the areas of artificial intelligence and expert systems. Discusses some of the characteristics of experts, proposing connections between them with expert systems and theories of left-right brain functions. (TW)

This paper describes the experiences of first grade students as they are introduced to inquiry experiences and begin to develop skills and dispositions conducive to the practice of scientific literacy. The Guided Inquiry Instruction on light was the culmination of seven months of the teacher's professional development experiences in an orientation…

Differentiates between learning efficiency (enhancing the rate of learning) and learning effectiveness (enhancing the mastery and retention of facts, concepts, and relationships). Discusses some of the contributions of knowledge engineering to metalearning. Provides a concept map for constructing knowledge bases, along with some possible…