In this article, the authors share how model lessons spaced throughout the year, connected by a single anchoring phenomenon, provided opportunities for teachers to build schema for complex science learning as they shifted between "learner hats" and "teacher hats." Descriptions of the authors' workshop sessions include…

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)

Presents exploratory activities for preschool children as they seek to become acquainted with the world about them. Some of the ways in which these experiences involve science concepts are discussed. (Author/EB)

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

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)

Describes how to organize Learning Centers, the basic curriculum decisions to be made with respect to learning objectives, activities, materials involved, and the process of evaluation to monitor pupils' progress. (GA)

Reports on teacher candidates' interviews of children to learn about students' everyday science understandings. Concludes that teachers must go through a process of asking, leading, interacting, and guiding in order to facilitate student learning. (MM)

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…

The classification of inquiry skills into three subdivisions of data collection, data organization, and data use is proposed as a means of allowing teachers to be more aware of the reason for teaching skills. The author questions whether recently developed science programs encourage children in decision making. (EB)

Discusses the use of the computer as a learning aid in the elementary school. Explains how children are introduced to the use of the computer and taught computer programing. (GA)

Discusses the A-T approach in conjunction with a structured science program, such as COPES, which provides opportunities for independent study and student self-pacing and is a means for increasing student comprehension. This approach can also help absentee students catch up as well as students who enter mid-year. (BR)