Discusses the development and use of flowcharts to involve students in the major stages of experimental design and hypothesizing. The progress of stages attempts to simplify the complexity involved during problem-solving in science investigations. Several illustrative flowcharts are included. (JN)

Children develop knowledge and insight into history when they act out dramatic events of the past. Creative dramatics serve as an impetus to further reading and research. Suggestions for teacher use in implementing role playing in the classroom are given. (DF)

Presents a rationale for teaching writing in today's multi-media, electronic age and suggests teaching techniques for improving writing skills. (RB)

Speech presented at the 54th annual NASSP Convention. (EJS)

The author presents and elaborates on a division algorithm devised by his 9-year-old son. (MK)

Discovery learning, defined as intentional learning through problem solving and under the supervision of the teacher, is discussed in terms of its advantages and disadvantages, with suggestions for its application. (JMF)

Provides historical examples of intuitive discovery applicable to the teaching of physics for majors. Cites details for the discovery of Coulomb's law, emphasizing the roles of Joseph Priestley and Henry Cavendish. Also discusses the career of Ivar Giaever, a Nobel Prize winner of 1973 in solid state physics. (CS)

The Torrance Tests of Creative Thinking: Verbal Form A were given to 39 fifth-grade children in a rural elementary school and scored for fluency, flexibility, and originality. (Author/MP)

Argues that exploration is a constrained behavior category relative to play and provides an economic illustration of behavioral elements during exploration and play. (MP)

Previews research on motivational effects of discovery learning, and argues that, although there is general theoretical support for the view that discovery learning methods are superior to expository teaching methods in terms of generating intrinsic motivation, it is unclear whether intrinsic or extrinsic explanations account better for observed…

Describes learning processes of inquiry and discovery involving six steps of teacher-student interaction: questioning, investigating, analyzing, interpreting, understanding, and answering. Presents examples of dialogue in adventure education that illustrate four learning styles within the inquiry/discovery approach: guided, shared, consultative,…