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)

A learning activity is described in which the children become involved in dialogs with the Earth and its resources, and in turn the eye reads the surroundings and becomes more skilled at observation. (EB)

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)

The value of involving children in experiencing environmental phenomena and observing living organisms is advocated. Suggestions are presented for offering a richer set of science experiences for children. (SA)

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)

Presents several classroom ideas to help students understand their relationship to and their place in the universe as well as how difficult it would be to find life beyond Earth. Lists activities for children including the "Map Procedure," the "Model Procedure," and "Good Ol' Sol." (CW)

Provides a descriptive listing of museums and science exhibits that are essentially participatory and playful in nature for young children. Offerings in the areas of natural history, museums, science and technology centers and specifically children's museums are outlined. Educational benefits are discussed. (ML)

Discusses methods for introducing young children to the study of ecology. (PB)

Presents a list of 11 advantages that hands-on science instruction has over science instruction via television. Teaching methods encourage activities that appeal to sensual stimulation, problem solving, student interests, and cooperative learning. (MDH)

Suggests using food as a resource for the discovery and experimental methods of learning with preschoolers. (BR)

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

First of a series showing ways in which the preschool setting can provide exploratory activities for the young child seeking to become acquainted with the world about him. Suggests ways to present the concepts of climate, clean air, personal space, and noise level. (EB)

Discusses the fact that when the materials or interactions used as a basis for a science activity posses a high degree of familiarity, the student may rely on past experience rather than on gathering data to use in making judgments. In such cases, a simple request for observed evidence should be made. (MLH)

Describes how children can learn fundamental concepts of measurement by using nonstandard measuring devices and simple comparisons. (MLH)