Reviews the history of discovery-based learning, including theories of programed learning, the work of B. F. Skinner, and the impact of information technology. Rejection of discovery learning is identified, and the likelihood in the near future of a revolution in education brought about by hypermedia technology is rejected. (47 references) (MES)

Describes QMaPS (Qualitative Matching and Prediction system for Simulations), a qualitative reasoning system designed to function as a module in exploratory simulation learning environments. Highlights include a hierarchical organization of variables; multilevel relation typology; modeling of physical and conceptual domain structures; an…

Describes an activity that allows students to discover the concept of density and that density is a determining physical property of a pure substance. Makes suggestions to further enhance students' understanding of density. (ZWH)

Describes changes in approaches and theories in science teaching. The oldest theory asserts that children are simple knowledge receivers. Discovery learning appeared in the 1960s, followed by constructivism, and then the cognitive acceleration model of learning. Author states that persuasion is an important aspect of learning that has been…

Presents an interview with Will Hobbs, author of novels for middle school and young adult readers, wherein he discusses his books "Ghost Canoe,""The Maze" and "Jason's Gold." Includes a review of "Jason's Gold." (NH)

As a young teacher, the author discovered that children's literature sparks students' imagination and inspires meaningful teaching. The daily exercise of reading prepares children for all the unstandardized tests that life will administer. Reality is not a place, but a power to "realize" or bring into being. (MLH)

A Virginia high school's Legacy program began six years ago when the Nature Conservancy, the Eastern Shore Historical Society, and Northampton County Schools joined forces to create an educational program to expose students to the area's ecological and historical richness. A boat-building project helped revitalize the hands-on learning project,…

Research shows that when students learn in outdoor settings (compared to classrooms), they learn more quickly, appreciate the experience more, and retain skills longer. This article describes the University of Georgia's School Design and Planning Laboratory, a Georgia middle school's living history/wetlands project, and two other outdoor-learning…

Discussion of learning theories focuses on cortical plasticity, enriched learning environments, and the systematic design of instruction. Topics include neurophysiology; research on cortical plasticity and its implications for instructional systems design; linking theory with practice; discovery learning; and motivation and arousal, including…

Uses two assessment methods to measure student competence in conducting scientific inquiry. Investigates 32 high school students for a relationship between scientific inquiry capability and success in making discoveries. Defines scientific inquiry, scientific discovery, and the relationship between these two concepts. (Contains 70 references.)…

Examined development of multiplication skills in 8- to 12-year-olds taught by discovery methods. Found a general shift away from less effective strategies across ages 8 to 12, but by 11 years, relatively few used the most effective strategy of retrieval for all operands. Effective strategy development was related to nonverbal reasoning ability and…

Discussion of support for authoring educational software focuses on a shift from attention on activities to products, and describes the SIMQUEST authoring system for designing and creating simulation-based multimedia learning environments that include support for the discovery process of the learner consisting of explanations, assignments, a…

Types of learning with a strong emphasis on the responsibility of the learner (such as discovery learning) are gaining popularity over traditional forms of (expository) instruction. Discovery learning distinguishes itself by the central role of learning processes such as hypothesis generation (induction), experiment design, and data…

During birth to 2 years, babies are motivated by an innate need to know about things. At 3 to 4 years, children tend to wonder about a lot of things. They wonder about scary things, how things work, nature, origins, and the world around them. At 5 to 6 years, they tend to increase their awareness, observe and notice a lot of differences. The…

In this article, the author discusses a project involving the observation of 12 teachers in different schools, teaching pupils at Key Stage 3 of differing ages and abilities, noting both questioning techniques used and pupils' responses. The teachers involved were volunteers, chosen to give a range of experience, styles, and school, and included a…