Discusses the arrangement, specifications, and operation of a setup designed for use as a student project to record radio storms, continuous level of the quiet sun, and scientific satellites operating near the amateur 2-m band. Included is an example of records of solar activity during 1968-73. (CC)

Suggests the use of individually paced instruction, projects, and directed individual study as teaching methods to encourage students' responsibility for learning. (CC)

Author describes how his fifth grade students learn economic principles by forming a community'' with its own currency and businesses. (SP)

Describes a group project to study uses of water in a household situation. Project can be undertaken by students of different levels in schools. (PS)

The organization of a project on the topic of communications is detailed, and examples of some of the workcards used with the project are provided. Two open'' problems along with some student responses are also included. For the first article in this series, see Volume 1 Number 7 pp9-10, November 1972. (DT)

Describes a high school TV journalism activity: producing a weekly 30-minute local newscast on cable television. (SP)

Author describes unit he taught to his high school classes prior to the 1964 elections. (SP)

Discusses how a class of slow eleventh-graders was motivated to write a novel; for part one of this two-part article, see "Media & Methods--Exploration in Education, vol. 6, no. 5 (January 1970), 35-6, 63-5. (SW)

Discusses methods of instruction which give students an opportunity to learn by doing. (SB)

Describes a three year project designed to integrate the study of economics into social studies and/or business classes so that the elementary students can relate continuously to the realities of the everyday money making world. Teacher training, new curriculum, community involvement, and special projects are described. (RB)

Article describes a student-produced multimedia program inspired by the desire for a Mothers Day project. The class made their own slides and became more unified with the realization of their own cooperation. (Author/MM)

The author feels the student should be asked to creatively solve realistic problems beginning in the freshman and sophomore years. The professor becomes a coach" to help the student develop his abilities rather than teach" skills that someone else has developed. (TS)

The course is an organized introduction to modern technological devices and techniques for art students and working artits. Topics include computers, optics, and lasers. (Author/TS)

The use of independent experimental investigations of topics of the student's choosing is described in physics courses at Wittenberg University. Various projects which have been done are listed. (TS)