Uses the precise language of science to help teachers develop students' science process skills. Provides critical definitions for the terms observation, inference, prediction, hypothesis, guess, and operational question. By reducing the reliance on guessing, teachers encourage and model the fundamental inquiry skills necessary to do science. (SAH)

Drawing on existing work in the area of creativity and early years education, this paper maps the process of an exploratory study which sought to identify what characterizes "possibility thinking" as an aspect of creativity in young children's learning. With the aim of developing a framework for identifying "possibility…

Many educators advocate the use of projects in the science classroom. This document describes an effort (LabNet) that has successfully implemented a program that allows students to learn science using projects. Chapter 1, "An Introduction to LabNet" (Richard Ruopp, Megham Pfister), provides an initial framework for understanding the…

This book contains 78 activities that can be used to assess student progress in the development of science process skills. Inexpensive and flexible hands-on activities can be used with individuals, small groups, or an entire class to assess student progress either throughout the year, after a specific unit of instruction, or as a year-end…

The Process Model of Experiential Learning, expanded from Dean (1993), is based on stages adapted from Pfeiffer and Jones (1983) and assumes a group of learners working together under the guidance of a group leader or facilitator. The model consists of seven stages, each composed of four different functions: leader's role regarding the content of…

Approaches to elementary social studies education that focus on concept and inquiry learning are outlined. The basic goal of the teacher in concept teaching is to aid the student in developing relationships among factual learning, conceptualization, and personal behavior. Learning activities should focus on the process concept (i.e., one that is…

Interest in gaming and simulation, as traced back in educational history to the late 1800s, has prompted educators to consider gaming and simulation as a curriculum process which employs the utilization of symbolic models for the attainment of defined goals. In an attempt for schools to be accountable, gaming and simulation is considered to be a…

The use of exercises and games in teaching the process of public speaking provides a novel and effective approach for teacher and student. This paper justifies a process orientation to public-speaking instruction and offers practical exercises, games, and activities for teaching the major rhetorical aspects involved in the process of public…

A rationale is presented for a preliminary specification of instructional outcomes for a primary grade science curriculum in terms of analytic networks and task domains. Such specifications can serve as a definition of boundaries for skill analysis, the selection of systemic and particular content, and the construction of item forms. Three…

The individually guided education (IGE) program developed by the Kettering Foundation was implemented in September of 1973 at the John F. Kennedy Memorial Junior High School in Woburn, Massachusetts. The components of the program described in this speech include pupil and teacher scheduling, physical layout, pupil selection and adjustment,…

Presents basic information for teachers about how to use role-play, dramatic play, and simulations in the elementary social studies classroom. Explains how to proceed through the introduction or warm-up, the activity itself, and the follow-up evaluation. (AV)

Presents a process-oriented method for teachers of stylistic editing workshops that allows them to (1) focus on individual students, (2) start with students basic repertory of responses and build from there, (3) work with freely emitted behavior, (4) ensure frequent and brief responses, and (5) achieve desired behavior through sequential steps.…

Discusses the major elements of writing process instruction and the positive influence they have on learning-disabled and inner-city high-risk students. Argues that such process-writing programs might serve as a preventative measure for children likely to be categorized as learning disabled in the future. (HTH)

Examines production processes of five publication houses to determine how or if requirements for expertise in the subject area, writing, and design skills are being met. Interprets the production process for technical manuals in terms of a process model of writing and strategies for improving the quality of documentation. (SKC)

The theoretical bases of process-oriented approaches for teaching writing to mildly handicapped students are described. Instructional features of such approaches include opportunities for sustained writing, establishment of a writing community, student selection of topics, modeling of the writing process and strategic thinking, reflective thinking…