Considers how elementary school classroom teachers can employ exploration methods (gathering, evaluation, and synthesis of data related to a specific topic) to help students develop readiness for intellectually complex problem solving. (Author/DB)

The purpose of the article is to expand on one kind of conceptual conflict, contradiction, to illustrate how it might be used in a junior high school educational context. Presents an example relating to concepts of evolutionary development and explains how teachers can expand on examples presented. (DB)

Presents activities for discovering and exploring sound in the environment and for creating a "musical" composition from everyday sounds. (SJL)

The inquiry approach to learning is based on three phases. The exploratory phase encourages students to investigate a particular topic; the invention phase asks students to consider what they have learned; the final phase assists students in discovering the inadequacies of their inventions. (JN)

Emphasizes the responsibility of eliminating unacceptable levels of safety risks in outdoor education programs, without destroying opportunities for challenging experiences that allow the spontaneity and freedom of movement necessary for the development of self-reliance and self-growth for students. (JD)

Some classroom uses for magic triangles are illustrated and discussed. (MK)

Suggestions are given on planning successful field trips and using current events, public and personal, as educational tools. (JD)

No significant interaction was found between the field independent cognitive style and the level of guidance in mathematics instruction in a study involving prospective elementary school teachers. (Editor)

The role of language in learning mathematics is discussed. A variety of philosophical essays and research findings are cited as the author argues for the importance of language as a tool for understanding and creativity in mathematics. (SD)

In this study of concept acquisition, the variables were inductive and deductive modes of instruction and exposure time to examples. The deductive method produced significantly higher posttest scores than the inductive. Longer exposure times were more effective than shorter times. There were no interactions between time and mode. (Author/BD)

Advocates a method for teaching college mathematics that uses a carefully selected sequence of problems and theorems that enable students to prove and present material for the class. This modified form limits the amount of student presentation, thus making the method accessible to lower-level classes but at the same time facilitating use of…

The "algorithmic" model of outdoor experiential learning is based in military tradition and characterized by questionable scientific rationale, production line metaphor, and the notion of learning as marketable commodity. Alternatives are the moral paradigm; the ecological paradigm "friluftsliv"; and the emerging…

Describes a business-school partnership involving gifted students in the design and cultivation of a medicinal garden. Students studied the uses of native plants for medicine, food, shelter, clothing, and landscaping, and developed portfolios and presentations through their work on the community garden site and an outdoor classroom. (PB)

The article proposes helping visually handicapped clients make optimal use of remaining vision for travel in unmodified environments. Structured discovery learning exercises covering pattern recognition, depth perception, central acuity, and central field vision with peripheral field loss are offered. (Author/DB)