The main concern of this article is to describe some of the aspects or facets of discovery learning situations exemplified by the models and found in curriculum development projects. (Author)

Findings lend support for further development of the Manikin Construction Task for the purpose of measuring specific conceptual knowledge at all ages. There is also support for its development as an intellectual screening instrument at the 3-year level. (Author)

Style analysis is suggested as a method for enriching listening experience and as a course for secondary school students. (RK)

Music teachers can make learning about music more rewarding and effective by improving the setting for conceptual development. The choral laboratory is one important step in music education and a positive method for learning music concepts. (RK)

Article presents suggestions for improving pupils' skill at problem solving, thereby opening levels of learning for all children. (Author/RK)

The domain of research is considerably limited. The majority of societal goals for education are not completely known nor can they be explicitly enough stated for there to be sufficiently rigorous evaluation and research. (Author)

Two concept-formation experiments were conducted with groups of American and Liberian Ss differing in age and educational background. (Authors)

In general, this cross-sectional validation study supports Inhelder and Piaget's claims about the development of concepts of volume and density more easily than younger subjects. (Author/WY)

Reports the results of testing 143 college freshmen on the meaning of density. Relates reasons for student inability to conceptualize density to the hierarchy of experiences which leads to the understanding of the density concept. (PR)

Paper has attempted to display two sets of perceptual disorganizations, both parents' and children's. As well, suggestions for action are given. (Author/RK)

Results supported the hypotheses that the emphasis on speed: (a) has a detrimental effect on the performance, (b) is inherent in a test-like situation, and (c) can be reduced by emphasizing in the instructions to Ss the detrimental effects of speed on the achievement of solution. (Author/CB)

Speed and acceleration tasks were administered to children in grades three through six. Piaget's results were replicated. Suggestions concerning the appropriate grade level to introduce different types of motion tasks are made. (AL)

Discusses the difficulties of defining and developing career education. (RK)

Teacher adopts standards of measurement as an incentive toward understanding non-standard concepts and as a way of teaching children to work together. (RK)