Undergraduate history students can gain insight into the historical process from a short exercise using copies of documents that give conflicting interpretations of the same event. Explains how to lead class discussions based on two letters about lawlessness in Arizona in the 1880s. (Author/AV)

A method of instruction in gynecology is described that encouraged the formulation of early diagnostic hypotheses, an important part of clinical problem-solving. Students were given a set of clinical clues to help them make broad diagnostic hypotheses. Student ability, results, and student perceptions of the course are provided. (Author/LBH)

Discusses the arousal system whose function makes cortical activity possible because it has become apparent that there is an optimal level of arousal for learning and cognitive functioning. Considers how this relates to the stimulus variation need in the classroom. (Author/RK)

Findings based on problem-solving research are summarized. Teaching strategies to help children become more successful problem solvers are indicated. (JT)

After being given either achievement-orienting or neutral instructions, subjects waited for an undesignated period of time and then performed an intellective task. Evidence is presented supporting the hypothesis that highly anxious persons under stress experience cognitive interference and preoccupation that makes time pass slowly and results in…

Describes a guided design systems approach to teaching political science which combines programmed instruction materials with group problem solving. Using simulated international problems, this approach takes the student through a carefully designed sequence of exercises to improve decision-making skills. (Author/JR)

These suggestions are designed to help anthropologists who do not normally teach young children to organize a more effective presentation for young learners. (Author/JM)

Describes challenges to presenting a course in problem solving. (SL)

Stresses importance of making the social studies curriculum challenging for gifted students. Recommends differentiating between content and process, and discusses a variety of approaches and techniques relevant to a variety of classroom situations. Emphasis is placed on developing higher-level thinking skills in the gifted classroom. (BR)

The meaning of problem solving and investigations, what investigations are intended to achieve, the teacher's role, and how to introduce investigations in the curriculum are discussed. (MNS)

Shows how an introductory social science statistics course can improve the treatment of regression assumptions, the problem of outliers, and the important idea that some outliers have greater influence than others through the use of Anscombe's now classic 1973 example and Cook's (1977; 1979) extension of the idea of influence. (JDH)

Proposes a strategy employing challenge, functionalism, high-order learning, and originality to achieve high-quality individualization in course work. Asserts that individualized instruction better prepares students to solve problems, make decisions, and produce original ideas. (MM)

Describes three models for teaching effective thinking, but warns against oversimplified approaches. (SRT)

Argues that teaching arrangement inductively offers an alternative to the standard imitation of business communication text models. Asserts that the inductive method stimulates individual rather than formulaic responses to the problems of organization, and that inductively-trained writers see arrangements as a powerful element in persuasive…

A slight rewording can often transform a routine exercise into a nonroutine one. Three problems (with solutions) from first-year college calculus are presented to illustrate how the technique can be used and how it is applicable to any course. (JN)