Presented are several methods of introducing nondecimal numeration systems to elementary grade students. Various activities for grouping and/or visual displays are used. Games which incorporate nondecimal grouping ideas are also presented. (JP)

Describes an activity using simple materials that gives students an opportunity to express their ideas about possible extraterrestrial life forms. (JR)

Describes a science activity in which sixth-grade students, using tookpicks and spherical breakfast cereals to construct molecular models, discovered that compounds with the same molecular formulas can have different structural formulas and therefore different physical properties (isomerism). (JR)

Describes how student understanding and interest in the metric system system can be stimulated by building and launching model rockets. (JR)

Describes how the use of model rockets can be used to stimulate student interest and facilitate the learning of many science and mathematics concepts. (JR)

Described is a physics course developed for seventh grade students. Emphasis is placed on developing basic skills and, as part of this objective, students construct their own scientific equipment. A sample lesson illustrates the methods and objectives used for this course. (JP)

Discusses a simplified Millikan oil-drop experiment which emphasizes the enplanation of basic concepts in mechanics and electrostatics, the use of home-made apparatus, the request for an individual's observation of his own drop, and the application of statistical analysis in data interpretation. (CC)

Significant educational reorganization depends on assumption of significantly different teacher roles. New teaching-learning roles and training programs are discussed as avenues of approach. (Author/KM)

This paper reports findings from an ongoing program of research aimed at the discovery of signals and the formation of rules relevant to the organization of two-person, face-to-face conversations. (Author)

This paper explores 3 new approaches to an understanding of social work, agology, animation, and conscientization. The use of any of these concepts in the social work curriculum would make a significant difference in what is expected of students and faculty. (Editor/PG)

Discusses some of the misconceptions that students and instructors have regarding the microscope and provides stepwise instructions to enable the biology student to acquire a sound scientific technique for setting up and using the light microscope with minimal expenditure of time and effort. (JR)

Methods of evaluation of faculty classroom performance are considered. The author cites research studies which attempt to assess the validity of student evaluations of teachers. Data are presented suggesting that the students' perceptions of their teachers' abilities are not connected with what those students learn. (SM)