Open-ended, inquiry-based multiweek laboratory exercises are the key elements to increasing students' understanding and retention of the major biological concepts. Including original research into undergraduate teaching laboratories has also been shown to motivate students and improve their learning. Here, we present a series of original…

Describes an alternative method to algebraic procedures for solving problems involving the proportional composition of a mixture. (TS)

An approach to the teaching of steady-state recycle calculations is presented. Included are the solutions to two sample problems. (BB)

Discussed is the performance of college students on the task of solving chemistry problems involving Lewis structures. Difficulty of the task and of individual problems is described. A taxonomy of skills associated with Lewis structures is presented. (CW)

Reports on the use of videotape recordings illustrating experienced problem solvers working out solutions to typical introductory physics problems. Includes brief summaries of student response to the recordings. (SK)

Discusses the difference between a generic chemistry problem (one which can be solved using an algorithm) and a harder chemistry problem (one for which there is no algorithm). Encourages teachers to help students recognize these categories of problems so they will be better able to find solutions. (TW)

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)

Students' conceptions of the concept of force are discussed. Possible problem formats and exercises are presented. The need for many formats and variations to help students' resolve their conflicting ideas about physics concepts is stressed. (CW)