Describes a guided design systems approach to teaching political science which combines programmed instruction materials with group problem solving. Using simulated international problems, this approach takes the student through a carefully designed sequence of exercises to improve decision-making skills. (Author/JR)

Describes challenges to presenting a course in problem solving. (SL)

Stresses importance of making the social studies curriculum challenging for gifted students. Recommends differentiating between content and process, and discusses a variety of approaches and techniques relevant to a variety of classroom situations. Emphasis is placed on developing higher-level thinking skills in the gifted classroom. (BR)

The meaning of problem solving and investigations, what investigations are intended to achieve, the teacher's role, and how to introduce investigations in the curriculum are discussed. (MNS)

Proposes a strategy employing challenge, functionalism, high-order learning, and originality to achieve high-quality individualization in course work. Asserts that individualized instruction better prepares students to solve problems, make decisions, and produce original ideas. (MM)

Describes three models for teaching effective thinking, but warns against oversimplified approaches. (SRT)

Argues that teaching arrangement inductively offers an alternative to the standard imitation of business communication text models. Asserts that the inductive method stimulates individual rather than formulaic responses to the problems of organization, and that inductively-trained writers see arrangements as a powerful element in persuasive…

A slight rewording can often transform a routine exercise into a nonroutine one. Three problems (with solutions) from first-year college calculus are presented to illustrate how the technique can be used and how it is applicable to any course. (JN)

Among ways suggested for teaching problem solving strategies are to select problem situations appropriate to the learner and to encourage learning from errors. A problem solving process which can be used with young children includes the components of formulation; interpretation; generation; decision making; implementation; evaluation; and…

Six bonuses that students and teachers experience when using calculators are described. Then problem solving and creative problem-making are discussed, followed by practical suggestions for teachers who want to try calculators. Advice on personalizing the use of calculators and recognizing some of their limitations is also included. (MNS)

Examines principles which can be applied to determine how hints can be used effectively in problem-solving. Conscious and unconscious hints, timing of hints, expected functions, and teaching are discussed. Conscious hints are explained in detail with suggestions and references. Charts are included for types, timing, and expected functions. (DH)

Using questions to help students think mathematically and solve problems is discussed. The teacher's role is described, with a classroom example involving questions about a specific problem. (MNS)

One view of mathematical thinking is described, followed by detailing of the characteristics of a problem-solving program necessary to develop this kind of thinking. (MNS)

This study involved 48 students ages 9 to 12. The 29 experimental group students, divided into small groups, performed learning exercises designed to improve skills in analyzing and processing expressions frequently included in addition and multiplication problems. The exercises helped significantly to improve problem-solving performance. (MNS)

A problem-solving strategy that appears to be highly successful is having children write their own word problems. The stages of prewriting, writing, rewriting and revising, and publication are each discussed. (MNS)