Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)

Discusses the simultaneous discovery of the four-factor formula in various countries, the influence of secrecy in preventing the sharing of discovery, and the resultant direction in the development of nuclear reactor theory. (SL)

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)