Presents a method for initiating discovery learning in early childhood classrooms through the study of ants. Children read about ants, record observations, and conduct experiments. This method teaches children to explore the environment, organize activities, seek resources, and engage in scientific inquiry. Examples of children's work are…

The goal of this paper is to sketch the epistemological roots of constructivism, to clarify certain implications of Piaget's constructivist theory for science education, and to explicate the issues surrounding a specific research study and its replication. Constructivist epistemology is described in terms of its emergence from rationalist,…

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)

Twelve middle school students, working in pairs, used a computer microworld to explore introductory geometric transformational concepts. Despite a tendency for symbolic overgeneralization, the students were able to use visual feedback from the microworld and discussions with partners to correct their own mistakes. (Author/JJK)

Challenged is the traditional model for the transmission of mathematics in the elementary school classroom. An inquiry approach to learning mathematics is proposed and supported with results of a year long research project that exposed second graders to mathematical learning experiences using this approach. (MDH)

One class of interactive, computer-based learning environments (microworlds) for the exploration of school mathematics (and science) entails the incorporation of appropriate concepts within the engaging context of self-directed discovery learning. The objective of this research was to investigate and describe in detail the constructive learning…

Described is the attempt to identify relationships between pedagogy and student behavior in a mathematical microworld. The patterns of teaching associated with LOGO-based computer activities involving ratio and proportion and the teachers role in helping students bridge the gap between LOGO- and school-mathematics practices are explored. (MDH)

Offers LOGO as an environment that facilitates the development of cognitive strategies useful in problem solving. Presents LOGO activities requiring students to combine preprogramed procedures to produce worksheet patterns. Using this approach promotes using LOGO as a vehicle for problem solving and results in a more positive attitude toward LOGO.…

Discusses and provides sample lessons of learning by discovery and weekly problem sets, which are presented as alternative methods for teaching college calculus. Both approaches stress conceptual understanding and guide the students to explore the ideas of calculus in small groups in a computer laboratory setting. (JJK)

Suggests that learning comes about by recognizing anomalies, experiencing doubt, and making subsequent changes, and uses a study undertaken in a classroom for learning disabled students to illustrate. (JC)