1. INQUIRY TRAINING (Richard Suchman, 1962)
   1. Topic
      1. Strength
   2. Increase understanding in science, productivity creative thinking, skills-obtaining and analysing info-LABORATORY experience (Schlenker, 1991)
   3. Method work best when confrontation-strong, genuine puzzlement-profit to-elementary and secondary (Ivany, Collins, 1969)
   4. Deaf Children, use this method-powerful (Elefant, 1980)
   5. Students inquire naturally when they puzzled
   6. Students-consciuos of and learn to analyze their thinking strategies
   7. New strategies can be taught directly and added to the student's existing ones
   8. Enriches thinking and help students to learn about tentative, emergent nature of knowledge and appreaciate alternative explanation
2. INDUCTIVE THINKING -Hilda Taba-
3. CONCEPT ATTAINMENT (kay Vandergrift-Bruce Joyce)
   1. Strength
   2. Excellent evaluation tool-determine important ideas introduced earlier have been mastered
   3. Quickly reveals the depth of students understanding and reinforces previous knowledge
   4. Useful-opening up a new conceptual area by initiating a sequence of individual or group inquiries
   5. Designed for instruction of specific concept, improving students concept building strategies (Robert Gardner, 1965)
4. MNEMONICS (Bruce Joyce)
   1. Strenght
   2. Helps students to realize, for the first time, they can control and modify their own mental activity (Ian Hunter, 1964)
   3. Helps them to undertake that self critical experience with their own learning and remembering procedures which is important part of intellectual development (ian Hunter, 1964)
   4. Become more effective memorizer
   5. Awareness of how to learn and how to improve learning result in sense of mastery and control over one's future
5. Advance Organizer(David Ausubel to Bruce Joyce)
   1. Strength
   2. Structure systematically-key ideas of a field
   3. Gain perspective on the entire area being studied
   4. Learner grasp of factual information linked to and explained by the key ideas
   5. Shaped to teach skills of effective reception learning
   6. Critical Thinking and cognitive reorganization can be explained to the learners
6. Strength.
   1. Students achievement in development of process skill and attitudes (El-Nemr, 1979)
   2. Arts oriented curriculum and shows that gains in Basic Skills areas (Smith, 1980)
   3. Experimentally oriented in Biology-+ve effect for acquisition, creativity, and science process (Bredderman's, 1983)
   4. Study-Iowa University-Writing Subject-students improved dramatically for one year(normally took 4 years), all levels improved substantially
7. Synectics
   1. Strength
   2. Creative energy will enhance learning in individual and group (Gordon)
   3. Divergent thinking, creativity in every human endeavor-in every curricular area, setting goal, development of empathy, value, problem solving and increase perspective in viewing topics (Donald Sander, 1984)
   4. K-12 students: analogies both enhanced immediate and long-term learning and increased the pleasure the students learning the material (Newby and Ertner, 1994)
   5. Study in science teaching-suggested that using analogies in textual material enhance both short and long term memory (Glynn, 1994)