Discussed are possible lessons for teaching the algebraic concepts of variables, rational expressions, and functions. (CT)

Describes five aspects of learning as applied to science instruction. Learning readiness, meaningfulness of material, activity and passivity, motivation, and transfer of training are presented in relation to psychological views stated by Ausubel, Bruner, Gagne, Hendrix, Karplus, Piaget, and Suchman. Views given by Gagne and Karplus are considered…

Describes the approach and results of the Supermarket Discovery Center Demonstration Project, a program attempting to provide pre-school children with meaningful learning experiences while their parents are shopping. (LS)

Describes the Discovery Room at the National Museum of Natural History, a hands-on exhibit area intended to help children and adults learn about their environment. (MP)

Discusses the role that inquiry should play in social studies. Inquiry, which should be used in conjunction with expository techniques, can teach and reinforce valuable concepts and skills. (RM)

Outlines a course designed to teach students how to write descriptive and informative abstracts. (HOD)

A new journal feature shares practical ideas in experiential education in less than 800 words. This issue presents an initiative problem, rules for rope push, exercise illustrating dependence on schedules, how to experience a handicap, maple sugaring project, assignment bridging the generation gap, simulating literary experiences, and local…

Recounts efforts of a nursery school teacher to modify school equipment so that covered constructions and mechanisms are made visible for children to observe. Children's interest in the modified equipment, such as transparent sink pipes, is discussed. (Author/RH)

Describes an experiment which compared the effectiveness of explicit instruction in problem-solving methods to an indirect, guided-discovery approach upon stimulus-bound and stimulus-free thinkers in the third and fourth grades. Findings suggest that logical problem solving is best taught using explicit instructions for both types of thinkers. (AM)

Presents an overview of methods used in teaching introductory history courses: the lecture, telecourses, programmed instruction, film, multimedia presentations, audio-visual tutorials, self-paced instruction, discussion, simulation, and oral history projects. Decries the underuse of these alternatives. Examples of programs using innovative…