Magic can stimulate children to think creatively and retain what they learn. This article offers tips and step-by-step instructions to bring magic into the classroom. Children learn scientific principles, are required to read and follow sequential instructions, and are encouraged to stand in front of the class. (MT)

Discusses the use and stimulation of lateral, or divergent, thinking to promote creativity. (SL)

Article attempted to answer the question: would a nonverbal method of communicating test instructions influence scores achieved by young children on the Figural Forms of the TTCT. (Author/RK)

Presents monthly guides on how to teach basic subjects. (RK)

Described is the Creative Thinking in Science Project (CTSP) to illustrate methods and activities designed to promote creativity within a science education context. (PEB)

This paper presents the procedures, findings, and conclusions of a study designed to determine the effects of a modified elementary science education methods course on students' creative thinking, self evaluation, and achievement. While lecture-discussions were essentially the same for both experimental and control groups, the laboratory sessions…

This report describes the use of "invention workshops" in the elementary science program to stimulate the creative potential of children and to involve the child in divergent thought proceses. The workshops begin with an interest-getting experience focusing attention on a project open to unlimited creative interpretation; the most effective…

Describes an activity designed to stimulate elementary and junior high students to become actively engaged in thinking creatively rather than only analytically, convergently, or repetitively. The activity requires students to devise means of dropping an egg from a height without it breaking. (JR)

Describes a science activity designed to stimulate creative thinking in children. The project, entitled Egg Loft,'' encourages students to devise methods for lifting an egg above 20 feet and returning it safely to ground. A number of the successful devices created and built by children are described. (JR)

Scientific challenges are presented to motivate secondary and college students in creative thinking and scientific problem solving. Student solutions to the "Create-a-Creature" challenge are presented and six new challenges are issued. (PEB)

Argues that there are five domains of science education: knowing and understanding, exploring and discovering, imagining and creating, feeling and valuing, using and applying, and not just the two domains of content and process which many people view as being science. (RT)