Children use creative thinking processes when teachers assign ambiguous rather than specific problems. Suggestions for developing questions that encourage experiential and metaphorical thinking are offered. (DF)

To make elementary science students grasp the scientific concepts being taught, teachers must not ignore their preconceived ideas. Instead, teachers must identify misconceptions then help the students test them. The article presents a step-by-step approach that can serve as a model for teaching any science concept. (SM)