Children personally construct explanations of natural phenomena, some of which differ from currently accepted scientific explanations. The replacement of personal explanations with scientific explanations, as well as the development of concrete, formal, and post-formal reasoning patterns, requires self-regulation in which alternative explanations…

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)

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)

SELECTED PAPERS FROM TWO 1964 CONFERENCES ON THE RELATIONSHIP OF COGNITIVE STUDIES AND CURRICULUM DEVELOPMENT ARE INCLUDED IN THIS JOURNAL. SUBJECTS CONSIDERED ARE (1) DEVELOPMENT AND LEARNING, (2) AMERICAN COGNITIVE STUDIES, (3) THE RELATIONSHIP BETWEEN COGNITIVE STRUCTURE AND EXPERIENCE, (4) THE USE OF LEARNING RESEARCH IN CURRICULUM…