This article discusses application of Paul's (1992) elements of thought model in language arts curricula to provide students with the skills they need in order to analyze the world around them and manage the various types of issues and problems they encounter. Strategies for applying the model are described. (Contains references.) (CR)

This paper establishes a conceptual framework for assessing problem-solving abilities of gifted secondary students. Assessment procedures based on a continuum of problem types are described. Issues discussed include multiple types of intelligence, the use of multiple measures, sensitivity to individual differences, and assessment for the student's…

Suggests that disinterest in physics occurs because students and adults can apply everyday concepts to solve problems without understanding the underlying physics concepts. Proposes Wagenschein's Exemplary-genetic Method to teach physics and illustrates the method with examples taken from history. (MDH)

Describes an instructional model for teaching abstract data types (ADTs) to high school students. Presents research results regarding students' conceptualizations of ADTs and their strategies of using them in computer science problem solving. To implement the ADTs, "black boxes" were used. (AEF)

Robert Gagne's model as presented in "The Conditions of Learning" (1970) is modified, extended, and used to form a logical model applicable to planning and teaching the social studies. It is used to develop planning procedures and to sequence instructional activities consistent with attaining complex levels of student learning. Sample…

"The Systemic Initiative for Montana Mathematics and Science," based on a successful Dutch nontraditional curriculum, was used by a mathematics teacher to help ninth graders apply previously learned skills. Creative learning modules provided hands-on experience and helped students carry concrete knowledge to more abstract levels,…

This developmental paper generally describes a task oriented model for teaching about conflict and conflict resolution, using student groups for problem solving, which can be developed in the classroom. The model involves: 1) identification of the issue, topic, or problem by the entire class; 2) identification of ideas, concepts, or facets of…

This is a step-by-step guide to designing problem-based learning across the curriculum. Contents show teachers how to develop student-centered, problem-based curriculum, manage student projects across a range of subjects and disciplines, assess projects using portfolios, and involve community members as project mentors. Numerous examples are…

This study examined the effects of level of instructional scaffolding on students' use of Geometer's Sketchpad and other software tools in a technology-integrated geometry curriculum. In order to revitalize education at the secondary level and in particular in the mathematics curriculum, educational reformers have advocated the incorporation of…

This study examined student and instructor reflection upon a 2-year teacher education seminar designed to provide experiential and theoretical grounding in democratic pedagogy. Through conversation-as-research, instructors interpreted group dynamics in their conversations during breaks, lunch hours, and evenings throughout the seminar. The central…

The document describes a South Carolina Study Project involving high school students in making decisions relating to their school communities. The project encouraged students to examine and evaluate the ways in which they formed opinions, made value decisions, and checked out the validity of their facts. Students were given training in using…

This paper analyzes a study designed to determine if students understand the concept of democracy and can apply democratic principles. It also compares the study with related investigations conducted in Europe and calls for improved teaching to make the concept of democracy comprehensible. In 1974, 1,000 high school seniors in Pennsylvania…