Describes a teaching program that encourages student creativity by stimulating them to invent'' Rube Goldbergian apparatus from discarded materials in creativity kits supplied by the teacher and supplemented by students. (AL)

Describes the basic principles of setting up an aquarium and gives hints on its use as an instructional aid in elementary classrooms, both in generating biological questions and investigations and in its use in other parts of the science curriculum. (AL)

Poses a series of questions to start student investigation of the effect of varying the dimensions of a piece of grass or other flat ribbon of material on the sound that is produced when it is used as a reed between the thumbs. (AL)

Illustrates the use that can be made of aestheometry'' (the aesthetics of geometry) in stimulating student inquiry and in promoting interdisciplinary study by providing instructions for the construction of an illusion of a floating sphere in a pattern of threads. (AL)

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)

Discusses the value of asking operational questions in teaching science, and describes a simple, open-ended activity designed to help students ask more productive questions. (JR)

Tabulates developmental stage characteristics, suggested science activities, and instructional methods for children 5-14, in two-year age group intervals. (AL)

Describes activities involving the use of playground equipment (such as swings and seesaws) as a means of teaching elementary school children some basic principles of physics. (JR)

Describes a method for introducing and teaching to junior high school students the concepts involved in constructing a dichotomous key. (JR)

Describes activities using "Hot Wheels" cars as a means of introducing concepts of friction, inclined planes, and kinetic energy to elementary school children. (JR)

Suggests that the effective teacher is able to capitalize on an ordinary event, such as the visit of a pet dog to the classroom. Considers some of the science topics, questions, and activities that can be stimulated through examining the life of a dog. (JR)

The concept of energy consumption can be learned by role playing, using jelly beans as units of energy with children as primary, secondary, and tertiary consumers. Follow-up questions are suggested for further discussion. (PS)

Discusses the use of the "Science Journal" by elementary school children as a means of developing effective writing skills and in helping to individualize the science classroom. (JR)