A keynote address given at annual conference of National Association for the Teaching of English (7th, University of Exeter, England, April 10-13, 1970). (RD)

Reviewed are (1) a project to produce a model for the specification, development, and implementation of an elementary mathematics in-service education program, and (2) a discovery experiment to show a relationship between linear measurement and volume. (RS)

Discusses, also, four "modes" of teaching the arts--information, practical, interpretative, and critical; based upon a paper presented at convention of American Educational Theatre Association, August 1969. (SW)

Presents the procedures, results, and conclusions of a study designed to investigate the effects of (1) guided discovery versus didactic methods of instruction upon the acquisition of certain inquiry skills and factual-conceptual achievement, (2) the interaction of the methods variable with selected learner variables. The sample consisted of 140…

The study of number bases, facilitated by programing a microcomputer, helps students make mathematics discoveries. Several programs are given and discussed. (MNS)

A special science program for gifted children keeps them interested through hands-on experience and the enthusiasm generated by a teacher's love for her subject and her students. (Author/SK)

Two instructional methods, reception and discovery, together with a control condition, were compared in terms of their effects on the performances of kindergarten children (n=72) on probability tasks. Evidence for the superiority of discovery learning was not forthcoming. (Author/PN)

Reveals how teachers can direct their students to experience history as a process through active questioning, searching for meaningful answers, and especially by tapping readily available and vivid resources in the immediate community. (NEC)

Presented is an expression of opinion on the use of the discovery method in secondary school chemistry classes. The author believes that general rules (lemmas) should be given to students and then they should attempt to disprove the lemmas by observation of experiments. (Author/SA)

Details of pupil exploration as to the largest number of sides that a polygon could have on a geoboard are presented. The problem is not seen as open-ended, but many different avenues of pursuit stem from it. (MP)

Calculators are seen to shift the student focus in problem-solving situations from "how to do it" to "what to do," by keeping computation from standing in the way when pupils write or solve problems. (MP)