Stresses the importance of learner involvement, and adult patience and understanding, for a child's success in learning and consequently in living. (EB)

Presents part of a new series aimed at providing exploratory activities for preschool children as they seek to become acquainted with the world in which they live. (Author/EB)

Describes exploratory activities for a young child seeking to become acquainted with the world in which he lives. (EB)

Describes how an elementary teacher can incorporate science into the classroom even if he/she feels unsure in the realm of science. Emphasis is on using processes of science. (SA)

Opportunities for science learnings at a woodworking bench are listed and described. Scientific inquiry is promoted through free experimentation; opportunities to grasp spatial and mathematical understanding are two examples presented. Helpful information related to use of this instructional procedure is included. (Author/EB)

Experiments with adapted apparatus which allow blind children to discover principles are described. Individualized experiences, specifically designed, are developed in four curricula and a sample lesson is presented. (EB)

Some ways in which exploratory activities of the preschool child involve science concepts are described. The role of adults knowledgeable about both science and child development is stressed. Emphasis is placed on hands-on experiences. (EB)

Hands-on experiences are encouraged and some examples given to promote discovery learning for the very young. (EB)

The soliciting-and-reacting-moves questioning technique used in science classrooms is described. The importance of using both higher-order and lower-level questions during a lesson is discussed. An example of a dialogue between a student and teacher using this technique is included. (KR)

Demonstrations are presented in which children can be introduced to evidence of specific concepts enabling them to participate in such a way that any conceptual conflicts that might arise in this learning situation can be gradually reduced. (EB)

Described are alternative approaches for developing visual perception skills found in using selected science experiences. Use of various science programs available, such as ESS, SCIS, OBIS and Matal, is suggested. Visual sequencing is prescribed and described. (EB)

Describes a learning-cycle approach to teach a lesson exploring the biotic potential of plants. Discusses the phases of learning: exploration, concept invention, and application. Lists five resources. (JRH)

Discussed is the teaching method called the learning cycle and how it can be incorporated into science activities. Included are examples of how teachers and students can use the learning cycle to produce instructional materials. (KR)

Describes a teaching method that actively involves elementary school children in science lessons by having them teach lessons to their peers. Gives examples of teacher and student strategies. Describes evaluation of the students and student progress with time. Reviews depth of thinking and questioning by students in this activity. (CW)

Discusses a unit to teach reasoning and problem solving skills by helping students develop a systematic approach to problem identification, gather and analyze data, arrive at inferences and keep from jumping to conclusions. Describes the development of an activity investigating liquids designed to foster the needed problem-solving skills. (JM)