Some ways in which a young child becomes involved in exploratory activities, seeking to become acquainted with his world, and how these experiences involve science concepts are presented. Piaget's philosophy of learning is discussed with emphasis on the child's need for interaction for an open learning environment. (EB)

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

Suggestions are given relating to having plants and animals in the classroom to stimulate development of the understanding of the concept of being alive, a concept not really understood by children under age nine. The research reviewed promotes firsthand experiences to help form concepts of living and nonliving, of identity and causality. (EB)

Some uses of fruits and seeds to facilitate problem solving and cognitive processes in young children are suggested. (MR)

Discusses the importance of questioning as a means of achieving independent intelligence, critical thinking, and learning to learn. Advocates a science program that encourages investigation, discovery, and questioning. (MA)

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)