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)

Describes use of a shoe box containing assorted elementary school science materials in grades one through six to motivate children and to encourage discovery learning. (JM)

Describes an exploratory activity leading preschool children to become acquainted with the concept of time. (Author/EB)

Stresses the value of encouraging students to question the results of both obvious and the less obvious scientific activities. A simple science activity built on chemical reactions. (EB)

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

Science educators are encouraged to adopt teaching techniques to help children learn to solve problems through inquiry or discovery. Included are several sample problems and method for finding other appropriate science related problems. (SL)

Describes some of the advantages of an elementary science activity in which students discover that blowing through a straw into a bromthymol blue solution changes the color to yellow. Directions are provided for preparing the bromthymol blue solution. (JR)

Discusses the goals of science teaching in general. States the results of certain research reports with respect to the effectiveness of some newly developed instructional programs. Contends that the teacher's behavior, and the classroom experiences provided are ultimately responsible for the success of the program. (GA)

Some uses of fruits and seeds to facilitate problem solving and cognitive processes in young children are suggested. (MR)

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)

Explains that in teaching scientific concepts in the elementary school the focus should be on observations and inferences, that can be drawn only from observation, suitable to the childrens' mental maturity, and carried out in an environment that reinforces discovery learning. (GA)

Suggests that the effectiveness of non-directive, activity-centered teaching methods can be enhanced when the teacher spends less time interacting with students and more time observing them. (MLH)

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)