Children's responses to a discovery learning exercise are discussed. (DT)

This paper discusses how museums, adventure programs, and discovery activities can become an intrinsically differentiated gifted curriculum for gifted learners. Museums and adventure programs are a forum for meaningful learning activities. The contextual characteristics of effectively designed settings for learning activities can, if the…

This paper discusses a pedagogical technique called the discovery approach in teaching remedial and college algebra. Examples of how to introduce and enhance some algebra topics using this approach in mathematics classrooms are illustrated. It is argued that student performance would improve if more topics were presented in a discovery fashion.…

This study compared two groups of high school biology students and teachers with respect to teaching method and resultant behavior, learning climate, and achievement. The use of an open-inductive method yielded significantly different results from the traditional deductive method of instruction. (JR)

Article presented a number of questions designed to diagnose methods for assisting underachievers to help themselves to learn effectively. (RK)

The experience of an extended urban field study project proved an effective method for stimulating students' appetites for discovery and for didactic learning as well. (Author/KM)

The University of Redlands established Johnston College as a relatively unstructured environment designed to help students recognize, develop, and use their own inner resources and self-motivation. (Editor)

Metro High, St. Louis, is described in pictures and words. The school, started in 1972, is a small, experimental school, which encourages self instruction, community involvement, and the use of real situations as learning experiences. The Zoology class, for instance, visits the zoo to study the animals. (SM)

Article explains how a child can learn from his own body in developing his understanding of the elements of music. (RK)

There was no significant difference in attitudes toward biology between high-ability grade nine biology students exposed to 20 randomly selected Invitations to Enquiry'' and similar students whose course did not include invitations. There is some suggestion that more difficult Invitations'' later in the course may have arrested a general decline…

Piagetian principles are illustrated with examples from the preschool classroom; authors conclude that teachers should stand back awhile and watch the children do their own learning.'' (Author/SP)