Research supported by a postgraduate scholarship from the National Research Council of Canada. (RS)

Lecture given at the conference on Gegenwartssprache and Gesellschaft'' (Contemporary Language and Society) at the Evangelische Akademie'' in Loccum, West Germany, February 26-28, 1971. (RS)

Starting from the concept of one-to-one correspondence, an introduction to the different types of infinities is presented. The usual problems concerning the infiniteness of the rational numbers, the real numbers, and the unit interval are given. Several other theorems follow. (LS)

It was concluded that movie presentation did not destroy the essence of the conservation task and that it gave promise of the development of an effective means of standardizing Piagetian testing when used in conjunction with a series of follow-up questions. (Authors)

The role played by methodology and the routes'' it takes in planning a design. (Editor)

Discusses the current upsurge of revivalism and the change in values that accompanies it. (RK)

Author brings together from some major sources what we know about metaphor and suggests some questions for systematic study concerning children and metaphor. (Editor)

Results support the hypothesis that, with 6-year old children, the production of analytic responses on the Conceptual Style Test is a function of the instructions used. (Author/CB)

A Health Opinionnaire'' was constructed to evaluate student concepts in nine areas of health education; results are given. (SP)

This report presents a brief summary of how a group of cadet teachers perceive the conceptual approach to teaching Health Education and shows the results of their efforts to use it during their teaching internships. Presented at the annual meeting of the American School Health Association, Chicago, Illinois, 1971. (Author)

Authors' findings substantiate the view that reliance on any single test of front-back (which is based upon the child's own body) is likely to yield a misleading picture of the quality of the child's knowledge of front-back, (Authors/MB)

From this study it might be concluded that the development of conservation of quantity cannot be explained by maturation. (Author)

A K-12 conceptual approach to environmental management education is advocated. The role of education in cognitive, affective, and psychomotor development is defined together with the term environmental management. Several new approaches being attempted to develop concepts appropriate for environmental education are also described. (BL)