ABSTRACT
Science educators have long advocated problem solving as an essential component of science instruction. Champagne and Klopfer (1981) reported that science educators almost unanimously recommend emphasis on problem solving in school science programs. In fact, it is one of the few things about which science educators agree! However, an examination of elementaiy and secondary school science instruction indicates that science educators do not practice what they preach. In spite of statements concerning the merits of problem solving in science classes, the fact is that science students get far too few opportunities to solve problems. Instead, the science taught in schools remains basically a collection of facts with students expected to display their knowledge-level command of these facts on school tests and standardized national exams. Raising the standards for expected student problem-solving performance on examinations is one way to encourage development of better problem-solving ability. One possible approach to better preparation of science students in school programs may be the use of computer software that addresses problem-solving goals.
