It is suggested that there are three levels of difficulty posing barriers to successful problem-solving performance: (1) entry into the problem; (2) basic skills; and (3) general cognitive skills. The levels are described in some detail and suggestions for instructional methods are given. (MP)

Examined problem-solving strategies of 30 high school students as they solved genetics problems. Proposes a new sequence of teaching genetics based on results: meiosis, sex chromosomes, sex determination, sex-linked traits, monohybrid and dihybrid crosses (humans), codominance (humans), and Mendel's pea experiments. (JN)

A one-to-one teaching session with a student is described and analyzed in an attempt to communicate how student attempts at discovery in mathematics can be thwarted by teachers who do not allow room for creativity. (MP)

This article presents the Practical Action Teaching Model and discusses its four phases: identification of the practical problem, practical reasoning or deliberation, action, and reflection. It incorporates intrinsically motivating, practical, value-based student problems that call for critical and creative thinking and offer opportunities for…

Describes a problem-solving instructional unit which utilizes a simulation gaming method to help students in an introductory college-level geography course understand rural community development in a developing nation. (DB)

Presented is a method for finding two triangles that have five pairs of congruent parts, yet fail to be congruent. The solution is thought to involve some creative insights that should challenge both the teacher and students to recall and analyze all the congruence axioms and theorems. (MP)

Four specific problems are presented, discussed, and extended to illustrate how diverse instructional strategies, materials, and resources can be used to develop problem-solving skills. (MP)

An experiment is described which started with exploratory interviews, evolved to design and administration of diagnostic tests, and led to the preparation and use of calculator-enriched teaching materials. (MP)

Three types of homework are described: consolidation, challenge, and diagnostic. Details on homework for less able students, general guidelines, and replies to arguments against a homework program are included. (MP)

Discussed are strategies of problem solving in chemistry teaching. This paper consists of three sections: (1) an assessment of the ways in which problem-solving skills are currently taught; (2) various techniques for problem solving; and (3) recommendations for improving problem solving. (HM)

Contends that the methods used to teach social studies become secondary to the emerging trend in elementary schools of putting social studies aside in favor of the basics. Also suggests that problem-solving and decision-making skills are basic to survival in our society. (Author/KC)

The use of case studies as a teaching method--that is, presenting students with realistic problems to solve as part of the curriculum--is examined. Emphasis is on instructional materials, interdisciplinarity, and the complex relationships within the university and among faculty that help or hinder the method. (MSE)

Several computer-oriented lessons designed to explore and exploit the problem-solving capabilities of currently available, inexpensive systems are presented. The programing language BASIC is featured. (MP)

The results of exercises related to fractions on the National Assessment of Educational Progress (NAEP) for 9- and 13-year-olds are reported. This discussion is followed by suggestions on ways to help students be more successful when adding fractions. (MP)

The author suggests that experience in school with math and other problem-solving strategies can help provide children with skills necessary for addressing the more difficult problems they encounter outside the controlled school environment. Sample problem-solving strategies are provided. (Author/SJL)