Comments on the preceding article by Bogdan, and discusses how to help college students in qualitative methods courses to develop analytic and synthetic skills in the presentation and formulation of research problems. (GC)

Presents the Decision-Making Process Model, a framework for working through questions that require action. The seven steps are identifying the decision; determining why it is needed; identifying alternatives; analyzing information; estimating practicality; and deciding on a conclusion. The focus is on adolescent sexual decisions. (Author/JAC)

This study emphasizes the relationship of perception to thinking and explains direct teaching of thinking. Without clarity of seeing and creativity, perception is shown to become narrow patterning. The Cognitive Research Trust program is recommended for teaching thinking skills using transferable thinking "tools." Self-images of students…

Sixty 15-minute television programs help students learn to reason and systematically solve problems. The goals are confident, flexible thinking; self-management; effective expression; and systematic reasoning. The cognitive skills emphasized include information collecting, classifying, and communicating effectively. A resource list is provided.…

Describes a course used to teach freshwater ecology to graduate and undergraduate students at the University of Michigan Biological Station. Explains how students receive an introduction to lake ecology and work on applied resource management questions concerning local lakes and streams. Gives case study examples. (SB)

The entry, attack, and review/extension stages of problem solving are discussed. A project for children aged 9-13 was developed; some student reactions to problem solving are included. (MNS)

Brief articles on a linguistic approach to learning mathematics vocabulary, designing cross-figure puzzles, an activity with probability, and a problem with an erroneous solution are included in this section. (MNS)

The use of exercises that students can perform independently of any calculating aids and in a reasonably brief space of time is promoted, so that pupils can concentrate on the processes involved and any relationships of interest. Some examples are presented with the goal of increasing learning promoted. (MP)

Several examples of using divergent questioning techniques in elementary school science lessons are provided. The use of divergent questions (as contrasted with use of convergent questions) places students in the role of producing many possible solutions stimulating creative thinking. (Author/JN)

Describes problem-solving activities in the Unified Sciences and Mathematics for Elementary Schools (USMES) and Elementary Science Study (ESS) programs. Indicates that these curricula serve as excellent sources of activities to develop and improve their students' problem-solving skills. (Author/JN)

Describes a laboratory course, modeled on the approach developed by Robert Karplus for physics laboratory courses, emphasizing discovery learning. (SK)

Approaches to extrema that do not require calculus are presented to help free maxima/minima problems from the confines of calculus. Many students falsely suppose that these types of problems can only be dealt with through calculus, since few, if any, noncalculus examples are usually presented. (MP)

Analogies between topics in algebra and in arithmetic are noted. It is suggested that algebra teachers should consider how to take advantage of student backgrounds in arithmetic by exploiting these analogies. (MP)

Hypotheses from self-efficacy theory in the area of children's arithmetic achievement were tested. It was hypothesized that compared with didactic instruction, cognitive modeling would result in higher arithmetic achievement, self-efficacy, and accuracy of self-appraisal. (Author/GK)

Having pupils create their own mathematical-application word problems is promoted as a powerful teaching strategy. Teachers are encouraged to make creative pupil applications an integral component of day-to-day learning in mathematics. Research is cited that strongly favors the approach presented. (MP)