Compared the writing of students exposed to a problem solving approach to writing models with that of students exposed to a traditional method (strategy explanation, model illustration). (DD)

The iconographic means of illustrating mathematical facts is discussed along with several examples of graphical solutions to descriptive mathematics problems proposed by pupils. (MN)

Presents a convenient notation for powers of ten and logarithms, a demonstration of the nonstoichiometry of nickel oxide, a simplification for obtaining Russell-Saunders term symbols, and a scheme for biochemistry laboratory experiments. (SL)

Describes techniques used to help technical writing students eliminate jargon, verbosity, syntactical intricacy, and overuse of the passive voice from their writing. (GW)

Cites examples of technical writing that demonstrate "cobblestone rhetoric" (the listing of hard, concrete ideas, all of which have the same weight and configuration) and outlines approaches for helping technical writers learn to use narrative flow and full interpretation of detail in their writing. (GW)

Uses the Dresden and Feiock quantum mechanical Kac ring pedagogical model to illustrate formal results and approximation limitations of nonequilibrium statistical mechanics. (SL)

Describes the rise of the systematic method of tackling problems of multiple equilibria to calculate the complete titration curves for acids and bases. (SL)

The technical language used in reports on educational research can be a barrier for the classroom teacher who would like to implement the results of that research effectively, indicating a need for clearer communication between the researcher and the teacher who will be the instrument of change. (JD)

In a course, Developing Creativity in Teaching, graduate students, many of them experienced teachers of varied subjects in junior and senior high school, practiced some methods which facilitate creative learning. (Author)

Rational-emotive education provides a positive, constructive approach for helping young children with learning problems who have psychogenic overlays to cope with worries and troubles effectively and to accept themselves affirmatively. (Author/SBH)

Students can get through college by memorizing, but what they need is to development their analytical skills. More time needs to be spent on teaching students how to use what they know. Courses must be taught from the problem-solving perspective. (MLW)

To determine the effectiveness of using computers to teach problem solving skills to gifted/talented students, 60 elementary students received instruction in either computers, creative problem solving, or the traditional gifted curriculum. One result was that both the computer education and the creative problem solving groups increased in computer…

Maintains that there is a danger that prekindergarten and kindergarten children may experience learning problems (stress and "educational burnout") in elementary school if they are exposed to developmentally inappropriate teaching methods in early childhood programs. (BB)

How the author moved from concern about research to development of prescriptive models of heuristic problem solving and the exploration of metacognition and belief systems is discussed. Student beliefs about problem solving, and their corollaries, are included. (MNS)