The purpose of this article is to report on the strategies of secondary mathematics pre-service teachers (PSTs) as they solved conceptually rich problems. Using the Structure of Observed Learning Outcomes by Biggs and C (1982) (SOLO) Taxonomy, 15 PSTs' solutions (in groups of 3 or 4) were analyzed by a panel of three mathematics educators. In…

This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High…

As part of an ongoing program of research to identify the difficulties encountered by novice programmers and to develop teaching strategies to help them overcome these obstacles, researchers employed a scaffolded interview procedure with 20 high school students enrolled in the second semester of a year-long BASIC course. Investigators presented…

Four levels of teacher questioning corresponding to stages in problem solving (i.e., identification, explanation, inference and generalization) were used with three moderate to severely handicapped adolescents. Using a multiple baseline design, students' responses to problem situations were measured across classroom and vocational settings.…

A ninth grade English curriculum combined group work, the inquiry method, problem solving, and creative dramatics to prepare students to meet a changing future. (DD)

Details a study of secondary science teachers (N=8) and their questioning strategies. Identifies and describes commonly used teacher responses to student questions in the secondary science classroom. Contains 39 references. (DDR)

Describes a lesson that utilized inquiry to teach the students a scientific concept and to emphasize the fact that they shouldn't jump to conclusions. (LS)

Implies that instruction can help students improve in reader-based processing of text and that strategies for making schema-general questions story-specific are necessary for processing, storing, and retrieving information from complex short stories. (AEA)

Constructivist theory recognizes the student's value as thinker. Thinking ability hinges on the capacity to ask and consider important questions. Teachers need question-driven problem-solving strategies that are comprehensive, adaptable, discriminating, productive, and transferable. This article explains four types of situations and accompanying…

Discussed is the case for problem solving in mathematics classrooms. The characteristics of "good" questions are identified. The assessment of questions and questioning techniques is considered. (CW)

The purpose of this article is to use the vehicle of a controversial issue--abortion--as a means of illustrating the advantages of teaching such issues through a problem-solving method. Discussion ideas and resources are presented. (Author/JR)

Presented are examples of how the terminology used in typical rate questions is misunderstood by a large proportion of students. Explanations based on both interviews and paper-and-pencil tests are given as to why this phenomenon exists. (MNS)

Reports a study that examined the effects of conceptual orienting questions and differences in prior knowledge on factual learning and problem solving in biology. Tenth graders who participated in control or orienting questions groups completed posttests. Results indicated that question groups outscored the control group. (SM)

English teachers have given some attention to aesthetic reading, usually terming it the development of literary appreciation, but many of the classroom practices used to foster that appreciation have been counterproductive. One consideration in developing aesthetic reading has to do with the means for promoting reflection in readers. That is,…

Secondary school and college students can learn how to shape thought through shaping language by using tagmemic heuristics. To approach writing as a thinking process, students apply three heuristics: one for identifying and stating problems, one for exploring problems, and one for evaluating hypotheses or solutions. Guided by a series of…