Well-developed, problem-solving skills are essential for any student enrolled in a science, technology, engineering, and mathematics (STEM) course as well as for graduates in the workforce. One of the most essential skills is the ability to monitor one's own progress and understanding while solving a problem. Successful monitoring during the…

The California Teach Program at the University of California, San Diego, recruits and prepares undergraduates interested in teaching science and mathematics. One of the products of the program is a set of courses taught by faculty in science disciplines that integrate subject matter with theories of learning and instruction, with the goal of…

In order to be effective competitors in the marketplace, students must be able to think critically, communicate complex ideas through writing, collaborate with peers, and apply their knowledge of biological science to generate solutions for issues facing society. In this paper we examine the nature of the instructional tools, strategies, and…

Describes Noel Entwhistle's book "Styles of Learning and Teaching," detailing how it can be used to help students learn and store knowledge. Also describes a course on the theory and practice of cognitive processes taught at Carnegie Mellon University. (DH)

Argues that students are conditioned by years of multiple-choice testing to use only simple recall and view knowledge as an uncataloged museum full of independent facts that are collected, recited, and left to gather dust. (DDR)

Students crave problem-solving strategies that promise increased achievement on tests. Student ambitions seem to align with teacher goals, yet students resist using these strategies for various reasons. We seek to establish a pedagogy modifying student behavior so they are more likely to use any strategy a teacher deems useful. (Contains 1 figure…

Presents: (1) a list of ideas for teaching problem-solving; (2) a review of a problem-solving book used in medical education; and (3) a discussion of an approach called problem-based learning. (DH)

Suggests criteria to be used in selecting problem-solving activities and criteria to be considered in choosing media, exercises, and problems for the development of problem-solving skills. Provides perspectives on developing creativity and includes a chart on how thinking and attitude components relate. Also lists related reference materials. (ML)

Suggested are ways that problem solving can be integrated into existing college courses. Modification of assignments, reduction of class examples, developing the structure of knowledge, finding time to teach process skills, and developing student awareness are discussed. A self-assessment form for students is included. (CW)

Explains how self-produced software can be used to perform rapid number analysis or number-crunching duties in geology classes. Reviews programs in mineralogy and petrology and identifies areas in geology where computers can be used effectively. Discusses the advantages and benefits of integrating department-generated software into a geology…

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)

Describes a study focusing on student self-assessment and self-grading of examinations that test higher-order cognitive skills. The study supposed that by evaluating their own performance, students could not only enhance academic strengths and reduce weaknesses but also learn material in greater depth and further develop critical thinking skills.…

Described are ideas for the development of problem solving in the context of chemistry. Strategies for improving students' problem solving abilities are included. (KR)

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)

Discusses the lack of study skills found among non-science majors. Provides examples of how science courses differ from other courses. Gives some methods to help students study more effectively. (MVL)