Discovering 3 by 3 magic squares, using numbers 1 through 9, is presented as a learning activity on three different levels. (MP)

Reports on a part of a report on primary schools in England. States that science instruction tends to be superficial, and that the teaching and the content require more planning. (GA)

To participate in the increase and dissemination of knowledge about children, the researcher must accept the problem of seeking to become a child again, to re-find discovery and inquiry without their metaphysical underpinnings and conventional opinions. An extended anecdote illustrates one way the author attempted to do this. (MJB)

Modern science programs introduce more than scientific knowledge. They also encourage active student participation in the processes of scientific investigations. However 11 to 13 year olds generally lack the motivation to initiate such investigations. This is partly due to a logical conflict between learning and discovering. What is learned is…

In research testing, guided motor learning yielded the best performance in terms of time efficiency in the initial task; transfer was most effective when learning conditions were similar for initial and transfer tasks; and guided learning in the initial and transfer tasks led to better retention of performance than discovery learning. (JD)

Describes an experiment which compared demonstration and discovery teaching methods in two urban British junior schools. Concludes that the demonstration method resulted in higher test scores, better comprehension, and application of basic knowledge in a unit on magnetism and electricity. (Author/DB)

The extended resident outdoor education experience is one of the most successful ways for an individual to have consistent positive experiences in terms of learning, socialization, and growth of self-concept. (Author/JC)

A description is given of a lesson on two digit multiplication with nine-year olds that utilizes trial and error and partitioning of the problem in a discovery type approach. (MN)

An approach is illustrated that introduces selected models of addition and subtraction to students who have previously learned a model for either operation. (JT)

Sticks, string and observation start children off on the bare bones of human biology. (Editor)

This paper provides a log and discussion of experiments conducted by a five-and-one-half-year-old child under the direction of the author. (SD)

One effective way of integrating the real world of winter into classroom learning is to plan a web or non-linear approach to unit development. In a practical example involving two grade five classes, students and their teacher investigate ideas on ways and topics to study winter. (Author/RK)

There is a place for the discovery model in science education, but it should not be the exclusive instructional model. Reception and discovery learning should be used. In reception, scientific concepts are sequentially transmitted to the learner followed by clarification and reinforcement. Reception has not been supported by teacher training…

An activity project is described which encourages students to question and experiment. Appendices provide examples of student results. (MNS)

Describes the Taffs Pit simulation game, which sets up a meeting between acting and production staff within an invented soap opera program with students role playing and critically observing, and then links to general themes of communication analysis. The simulation's design, role playing, and criticisms of the game are discussed. (MBR)