ABSTRACT
Currently there is a wide range of approaches available from which to develop curriculum problem solving but it is the subject experts who need to modify their methods to incorporate the knowledge about thinking which had not been available earlier. The task is easier now and does not have to be invented from first principles. A good example is of Cognitive Acceleration through Science (CASE) developed by Adey and Shaver (1991) at King's College and now ‘CAME’, the mathematics project. Through cooperative learning and reflective thinking evoked by a series of specific teacher questioning strategies pupils' performance in science has been enhanced.
