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)

Asserting that problem solving is the most important mathematical skill that elementary students need to learn, the authors present teaching tips and sample problems geared to the primary and intermediate grades. (SJL)

Outlines a procedure for helping mature students learn the art of textual analysis. Notes the advantages of problem solving in small groups as a means of developing skills for literary analysis. (RL)

A peer tutoring model is described and suggestions for implementing peer tutoring programs are provided. The seven steps in the development of a peer tutoring program are: establishing a need, considering curriculum, assessing, selecting learners, selecting tutors, monitoring, and coordinating. (PHR)

The use of teacher praise contingent upon pupil correct responses was compared wih teacher modeling of words erred. The results clearly indicated that manipulation of reinforcement schedules was the more effective approach for the two Ss examined. (Author/DLS)

The potentials of computer systems designed to help students in learning mathematics are explored, and some barriers to implementation are discussed. (MP)

Briefly reviews Piagetian theory of cognitive development and discusses how this theory supports such instructional strategies as individualized activities, inquiry learning, and problem solving. (MLH)

Argues that current teaching of scientific inquiry overemphasizes hypothesis testing to the exclusion of hypothesis generation. (SL)

In-basket exercises provide the tool whereby the learner's potential for handling applied problems made up of many interacting variables can be measured. (Author/HD)

Describes a multidisciplinary course in the sciences, humanities, and engineering that teaches the use of evidence in problem-solving. The guided design teaching method is used, in which the instructor circulates among small discussion groups to advise them on problem-solving. (MLH)

Rapid increase in the numbers of pedagogical research personnel has created difficulties with scientific organizational problems and with the content and methods of scientific research. The author indentifies these problems and proposes solutions to them. (Author/AV)

A teacher looks beyond the curriculum in his search for a way to stimulate a student to learn. (RK)

The very first day of school! It can be a happy "homecoming" when kindergartners already know their teacher. (Editor)

Notes on dealing with hostility, withdrawal, anxiety, and rebellion in the classroom along with discussion of emotions that enhance learning and on developing sensitivity to emotions. (TA)

Described are ways of utilizing intuition in scientific discovery. Students are directed to read detective stories and biographical accounts of scientists in order to gain understandings of the differences between intuition and deduction. Questions, information, and teaching suggestions are included. (Author/DB)