Questions which stimulate discovery learning are asked concerning polygons and curves drawn on an integral lattice. (DT)

Suggests that excellent writing results when writers achieve oneness with their subject, and that students can achieve this oneness only when allowed freedom to discover their own subjects. (ARH)

The author presents ideas for allowing LD students to discover ways to improve their problem-solving skills. Activities touch upon the influence of the environment, the need for patience and planning, factors in sequencing and organization, and the importance of thoroughness and revision. (CL)

Teachers of an integrated elementary classroom used cookie-sharing time as a learning experience for students. Responsible for dividing varying amounts of cookies daily, the students learned to translate their experiences to graphs of differing sophistication and analyses. Further interpretation and application were done by individual students…

This article presents a description of the teaching methods of Hawa Kamara who teaches sixth-grade science on a beach in Africa. His methods stress the elements of discovery and student questions. (JA)

A teacher discusses how her students become much more active as opposed to passive in an open classroom situation. (GB)

Some evidence points in an encouraging way toward the advisability of letting students learn spelling for themselves. That evidence is reported here in studies that examine such matters as personality, self-concept, ego involvement, feedback, and discovery learning. (Author/CB)

Defines and describes discovery as activity of the learner. Traces historical antecedents of present views, lists advantages and disadvantages claimed for discovery learning, points out weaknesses in existing research and suggests areas needing clarification. (EB)

A report on a participative learning experience in supervisory training. (Editor)

Reported is a study which compared two instructional methods involving discovery learning and a verbal didactic instructional method. The verbal didactic method was significantly better for immediate learning; the verbal didactic method and a guided discovery method were better for retention. No differences were noted regarding transfer. (CT)

The paper presents opinions about methods of teaching in order to increase student mathematical creative ability. It also includes references to mathematical programs now being utilized for this end. (JG)