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 the rationale behind the need to teach the metric system and includes a description of the most important metric units. The stages through which children pass as they develop an understanding of the process of measurement are discussed. Bibliographic material is included. (EB)

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)

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

Discusses inquiry and discovery methods in elementary school science education; emphasizes the importance of teachers knowing whether they are using the inquiry approach and to what extent. Presents a chart listing the steps involved in problem solving, indicating whether a step is teacher- or student-controlled. (BC)

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)

Experiments with adapted apparatus which allow blind children to discover principles are described. Individualized experiences, specifically designed, are developed in four curricula and a sample lesson is presented. (EB)

Some ways in which exploratory activities of the preschool child involve science concepts are described. The role of adults knowledgeable about both science and child development is stressed. Emphasis is placed on hands-on experiences. (EB)

Hands-on experiences are encouraged and some examples given to promote discovery learning for the very young. (EB)

Discusses attitudes seemingly engendered by practices in science teaching. Comments on explanations of scientific phenomena which appear in recent science texts as over-simplified and thus impede the child's imagination. (Author/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)

Describes the science buddies program that pairs a 7th grade life science class with a 2nd or 3rd grade class in a yearlong partnership of science adventures. Includes sample activities and National Science Education Standards related to the activities. (Author/KHR)

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)

Discusses a unit to teach reasoning and problem solving skills by helping students develop a systematic approach to problem identification, gather and analyze data, arrive at inferences and keep from jumping to conclusions. Describes the development of an activity investigating liquids designed to foster the needed problem-solving skills. (JM)