The increasing presence of linguistically diverse young children in U.S. public schools has prompted science educators to recognize the need for approaches that are inclusive and sensitive to students' academic needs. The challenge is to design lessons that provide language support while actively engaging children in authentic scientific inquiry.…

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)

Indicates how research about the physiology and chemistry of the brain verifies the educational applications of Piaget's theory. Discusses maturation, experience, social transmission, and equilibration. (Author/DC)

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)

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…

Minimal cerebral dysfunctions are noted as primary cause for learning disability in children. Although children have normal capacities for learning, it is stated that their cognitive processes have been altered and special instructional techniques and procedures are needed. The various types of learning disabilities are discussed. (EB)

Piaget's theory of developmental stages was implemented in an elementary school curriculum. Some successful learning experiences are described. (CP)

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

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)

Learning of the concept of horizontality by fourth graders was investigated. Comparisons by age and sex were made. (BB)

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)