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…

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…

Reviews literature on using a problem-solving approach in science instruction. Examines teaching strategies associated with such an approach and discusses a problem-solving approach that works in the traditional laboratory. Discusses implications of the approach and provides some suggestions for science instruction. Contains 17 references. (DDR)

Reports on a study designed to assess the value of the Tailored Response Test (TRT) as a learning device. Results suggest that the TRT, which involves active cognitive processing, has a positive effect on learning and is valuable as an evaluation and a learning tool. (DDR)

Explores the potential relationship of teaching and total quality management (TQM) and the subsequent benefits for individual medical teachers. Addresses issues such as defining teaching processes and quality teaching, responding to customers' needs, assessing current teaching practices, and improving one's own teaching. Contains 18 references.…

Responds to R.G. Bing-You's argument for the application of total quality management (TQM) techniques to medical teaching. Argues that attempts to apply TQM to medical education are fundamentally flawed because medical education is not an intrinsically commercial transition. (DDR)

Argues that in order to have bona fide inquiry experiences, students must formulate their own questions, create hypotheses, and design investigations that test those hypotheses and answer the proposed questions. (DDR)

Identifies and describes the differences in the problem-solving methods used by faculty teaching introductory chemistry and students enrolled in an introductory chemistry course. Results indicate that students correctly solve algorithmic-mode problems more frequently. Contains 33 references. (DDR)

Examines the impact of one unit of a curriculum module for sixth grade from the Model-based Analysis and Reasoning in Science (MARS) project. Provides an overview of this unit on mass and discusses three aspects of the evaluation of the unit. Contains 22 references. (DDR)

Reports on four action research studies that had impact on classroom practices. Topics include student self-assessment and problem solving. (DDR)

Details the results of a survey on the most important instructional strategies that enhance learning and employ the vehicle of environmental education. Discusses constructivism, cooperative learning, and problem solving. (DDR)

Explores the issue of how to make chemistry more personally meaningful to students who have no interest in continuing the study of science. Describes two projects that each have an interview, research, and presentation format. (DDR)

Shares perspectives on what is happening at the national level in science education reform, why reform is needed, and the role that environmental education can play in this reform effort. Contains a discussion of the recent changes in science content and instructional goals. (DDR)

Describes a model that teaches a problem-solving process and provides students with the opportunity to practice, develop, and enhance their thinking skills. States that applying learning to real problems is needed to increase a student's thinking ability. Provides diagrams of the problem-solving cycle and levels of thinking. (RT)