Describes the use of a scientific phenomenon related to the concept of surface tension as an intriguing vehicle to direct attention to useful problem solving techniques. The need for a definite building process in attempts to solve mathematical problems is stressed. (EB)

Describes a detailed study used in schools with the highest and lowest percentages of students enrolled in physics in order to determine factors related to enrollment. Twenty-eight indexes were used. Reports percent of variance accounted for and significance level for each variable and offers conclusions. (CP)

Providing for original and creative thinking by geometry students is discussed. Techniques for discovering theorems are suggested, and examples of places in geometry where these methods can be used are given. (DT)

Responses to a three item questionnaire administered to 105 seventh grade students indicated that less than 40 percent favored greater individualization of their science classes. (PB)

Presents a visual method for displaying the interrelationships between Piaget's work related to children's intellectual development and curriculum development based on an analysis of the processes of scientific inquiry. (PB)

Advocates the use of manipulative and observational science activities as the basis for children's experience stories that can be used as material for reading and language arts programs. (CP)

The teacher of mathematics or science must be aware of the concepts, facts, and generalizations of his field, of psychological principles of learning, and of teaching methods. Methods appropriate to the teaching of concepts differ from methods for teaching generalizations. (SD)