Due to increasing energy demands and decreasing supplies, it is important for teachers to provide students with a solid foundation for energy decision making. Activities are presented which offer hands-on experiences with four sources of energy: wind, water, sun, and fossil fuels. (JN)

Guessing is seen in all forms to be a creative and critical process which has practical and scientific utility. The goal of science in early childhood is viewed as having children make better guesses. Ways of instruction that create and develop an atmosphere for guessing are detailed. (MP)

The unmarked protractor appears to have been ignored in considerations of construction tools other than the standard straightedge and compass. Some geometric problems are presented which are designed to be done using only the unmarked protractor. They are thought to provide challenges to better students. (MP)

Describes the history, definition, advantages, and objections to discovery learning methods in science. Includes alternatives to these methods. (DS)

Details of a class exploration of graphs that drew upon knowledge about the behavior of particular kinds of functions and applied them in a new context are provided. (MP)

Cones as containers and envelopes are discussed with appropriate activities for middle grade children provided. (MP)

A set of programs, designed to supplement a high school or college course in trigonometry, is described. Student exploration is stressed. (MP)

Points out how figurate numbers (numbers that can be represented by dots on particular geometrical polygonal arrays) can be used to permit upper elementary and secondary students to creatively search for patterns within and among series of figurate numbers. (RH) (RH)

Trip maps and trip boards are described, as are suggested destinations for class trips. The maps are used as multipurpose tools that any teacher can tailor to the needs of his or her own community and environmental studies and to the skills of children of any age. (Author/KC)

The Plowden Report drew heavily on Piaget's theories of cognitive development, especially his concepts of activity and discovery learning and readiness. But Piaget's theory is not a pedagogical one and it has little to say about teaching content and methods. Recently, criticism of his theory has grown. (Author/SJL)

Explains specific writing strategies that teachers from other disciplines have used effectively in their classes. Describes the interdisciplinary project from which these strategies evolved. Focuses on designing writing assignments linked to course objectives and responding to student writing for its value as discovery learning. (RL)

A guided discovery lesson on the Law of Sines was analyzed for teaching moves. After breaking down the lessons in a transcription, the frequency of certain moves was listed and then categorized. This report is designed to serve as a guide to others who wish to make similar studies. (MP)

Presented is a paradigm for science education research. The paradigm advances the reception learning theory, where regularities to be learned are presented explicitly to the learner. A tool for the study of knowledge production in science education, the Gowin "V," is presented. (RE)

The effect of programed tutoring in mathematics on achievement of kindergarten and first-grade children was investigated. Significant differences favoring the Programed Math Tutorial groups were found in all three field studies. (Author/MH)

The hypothesis was tested that students with a field-independent cognitive style would learn most about numeration systems if they had minimum guidance and maximum opportunity for discovery through the use of manipulative materials. Data were gathered on 46 prospective elementary school teachers. The hypothesis was supported. (Author/MH)