As we have come to accept the duality of physical and virtual learning spaces as a permanent feature of our educational landscape, we begin to question its validity. Is this really a dichotomy, or is it a continuum? Should this be the primary dimension around which we cluster educational experiences -- how does it intersect and interact with other…

Suggests ideas for using blocks in the teaching of mathematics, science, and social awareness. (Author/SB)

Provides a definition for creativity and illustrates it with examples from the history of science. Also indicates how the definition suggests some possibly useful procedures for educating creative scientists and engineers. (JN)

Discusses activities involved in a six-hour workshop program on creativity. Also describes: (1) sources of background information on creativity; (2) ways to evaluate skills in creativity; (3) articles and ideas on creativity and problem-solving, including predictors of problem-solving success; and (4) how to find time to teach problem-solving. (JN)

Suggested are activities that might stimulate cognitive thought in students and which can be performed both in school and at home. (EB)

Presents examples of creative humor activities produced by gifted elementary students. These include droodles, create-a-creature, wanted posters, and work machines. (MA)

Discusses the advantages of and strategies in having students create analogies to facilitate learning biology. Presents a vocabulary worksheet to facilitate analogy creation and describes its use. The author discusses the use of instructional strategies including forced associations, metaphorical sketches, mnemonics, and association memorization.…

Presented are activities relating science and Halloween. (PB)

To encourage students to become involved in the inventive and imaginative dimensions of biology, students are asked to invent: a useful product, way to use old newspapers, insect repellent, organism attracter, organelle separater, way to measure rate of hyphal growth, and method to measure strength of spider web. (DC)

Outlines the highlights of experiments that allow students to trace the historical development of our understandings of cosmic rays. The experiments provide for two outdoor fieldwork experiences, indoor laboratory work, and an opportunity for a group of students to show originality and initiative. (ZWH)

The drawn ideas of inventors Edison and Bell are analyzed in a systematic way to help understand the inventive process and how inventors think. By storing sketches on a computer the researchers have been able to recreate the probable lines of reasoning used by the inventors. (KR)

Three activities for involving students in projects that incorporate writing, drawing and recording their findings are included. The discovery approach is emphasized. (EB)

Described is a method of introducing children to the study of star constellations. A detailed sample lesson is included. (SL)

A personal account of the events leading up to the realization that this was a bona fide species is presented. The application of the scientific method in the process of this research is emphasized. (CW)