Describes instructional techniques derived from the Piagetian tests for determining the stage of cognitive development of a child. Examines the principle of reflection and conservation of quantity. (AL)

Describes the intellectual development stages ascribed to children by Jean Piaget. Characteristics and examples are given for sensori-motor, preoperational, concrete operational, and formal operational thinking periods. Implications are given for elementary school science education, including (1) formal instruction does not accelerate acquisition…

Suggests that the use of anthropomorphic statements are appropriate when dealing with children operating at the preoperational and concrete levels. For these children anthropomorphic formulations are not only natural, but actually aid comprehension of the world theyobserve. (JR)

Examines the misconceptions of children as indicative of imaginative and perceptive thinking. Anecdotes that illustrate the split between realist and relationalist thinking, and the confusion between fact and metaphor are presented as citations from literary works. (BC)

Discusses the roll of playing with various materials as young children investigate their world. (SL)

Children in grades two and five explained such weather phenomena as wind, clouds, thunder, lightning, rain, snow, and rainbows during interviews. Results indicate that most students in both grades were at a stage of nonreligious finalism and do not use true causality in explanations. Implications for teaching are discussed. (DH)

Suggested are a few topics or techniques which should not be presented in planetarium astronomy until appropriate levels of potential comprehension are reached. (EB)

Reviews the formation of space, time, and measurement concepts in children with respect to Piagetian developmental levels and presents some teaching methods to help promote these concepts. (SK)

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)

Discusses the value of elementary science in promoting both cognitive and affective growth in children. (JR)

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

Describes an activity center where students work independently on problem-solving tasks. Participants keep records of their work and share ideas of activities with the class. Includes a list of tasks for the activity center. (MA)

Reports findings of a study on children's perceptions and alternate conceptions about the human circulatory system. Summarizes the responses of fifth and eighth grade students on questions dealing with the heart and blood. Offers examples of hands-on activities and confrontation strategies that address common misconceptions on circulation. (ML)

Describes a series of exercises designed to develop student's perceptual skills and to improve the processes of comparing, describing, and developing subsets. Includes suggestions for adapting the exercises into science lessons, providing tips for developing each into complete units. Units include human-made objects, leaves, shells, rocks, and…