Offers a simple classification of problems and seeks to explore the many factors that may be important in the successful solving of problems. Considers the place of procedures and algorithms. Solving open-ended problems is extremely important in education and offering learners experience with this in a group work context is a helpful way forward.…

Describes a study with the main objective of constructing models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions termed "problemshifts" that increase the explanatory/heuristic power of the model. Results implies that the relationship between algorithmic…

A real world sample of actual data that students can use to see the application of the Hardy-Weinberg law to a real population is provided. The directions for using a six-step algorithmic procedure to determine Hardy-Weinberg percentages on the data given are described. (KR)

Explains an algorithm which details procedures for solving a broad class of genetics problems common to pre-college biology. Several flow charts (developed from the algorithm) are given with sample questions and suggestions for student use. Conclusions are based on the authors' research (which includes student interviews and textbook analyses).…

Examines solutions presented by preservice teachers for solving graphical and numerical problems involving the arithmetic mean. Participants presented two methods: algorithmic computation and balancing deviations about the mean. A significant difference was found between science and mathematics preservice teachers in the use of balancing…

A study to investigate one of the mechanisms teachers may use to convince themselves incorrectly that students have learned science concepts requiring formal operational ability is presented. The investigation indicates instructors may actually teach and test for memorization of algorithms rather than understanding. (MP)

Addresses the distinction between conceptual and algorithmic learning and the clarification of what is meant by a second-tier student. Explores why novice learners in chemistry and physics are able to apply algorithms without significant conceptual understanding. (DDR)

Defines all recurrence relations used in the Nuffield course, to solve first- and second-order differential equations, and describes a typical algorithm for computer generation of solutions. (Author/GA)

Discusses the differences between problems and exercises in chemistry, and some of the difficulties that arise when the same methods are used to solve both. Proposes that algorithms are excellent models for solving exercises. Argues that algorithms not be used for solving problems. (TW)

Discusses the differences between problems and exercises, the levels of thinking required to solve them, and the roles that algorithms can play in helping chemistry students perform these tasks. Proposes that students be taught the logic of algorithms, their characteristics, and how to invent their own algorithms. (TW)

Presents an algorithm for solving problems related to multiple allelic frequencies in populations at equilibrium. Considers sample problems and provides their solution using this tabular algorithm. (CW)

This document consists of the first two volumes of a new annual serial devoted to surveying some of the important developments in the mathematical sciences in the previous year or so. Mathematics is constantly growing and changing, reaching out to other areas of science and helping to solve some of the major problems facing society. Volumes 1 and…

Differentiates between problems, exercises and algorithms. Discusses the role of algorithms in solving problems and exercises in chemistry. Suggests that very real differences exist between solving problems and exercises, and that problem solving steps can be and should be taught in chemistry education. (TW)

Discusses some of the difficulties involved with chemistry laboratory experiences and some laboratory manuals. Cites studies that indicate that part of the difficulty can be attributed to constraints relating to the short-term memory of the operational information and the assumption that students have a certain level of knowledge. (TW)