WAYS IN WHICH CHILDREN LEARN SCIENCE


planation of a thing, or proof of a point in question. Futher-
more, a few aggressive or talkative children must not be allowed
to usurp all the time for discussion.
 Teacher-Pupil Planning. Pupil-teacher planning is an im-
portant phase of discussion. One characteristic of children's
growth is their desire to participate in planning their learning.
Many times they have astounded their elders by the honest, di-
rect, thorough thinking they can do if given the opportunity,
the encouragement, and the help they need.
 In planning a unit of work with the children's help, the
teacher must be far more aware of his obligation than when he
himself makes all the decisions. He is responsible for pointing
out possibilities which would otherwise be overlooked, resources
and limitations which would otherwise be neglected. In other
words, in advance of getting the pupils to plan, the teacher must
do careful pre-planning for possible ways of approaching all
phases of the unit of work, including purposes, materials, meth-
ods, presentation, evaluation, and new planning.
 When the opportunity or need arises for beginning the study
of a particular unit of work in science and the teacher and pupils
begin discussing the topic, many questions will arise that the
children want answered. These questions may be listed as they
are suggested and later arranged logically and in sequence.
Some of the children will think they already know the answers.
to some of the questions. The problem of how they can find
out whether or not their answers are correct will arise. Dozens
of suggestions will be made in regard to materials, method of
work, and presentation. Here the teacher will need to give care-
ful guidance in helping the children make intelligent decisions
so that the best learning will be attained.
 Discussion of what common background is necessary before
dividing and working in small groups or individually is impor-
tant. It will also be helpful to discuss the things that the entire
group will need to do together as the work progresses, such as
excursions.
 By discussion the appropriate time for the sharing of the
results of study and the best ways of presenting these findings
will be decided. The teacher discusses with the small groups
and individuals their findings before they are presented to the
entire group. Various ways of presentation will be suggested
by the children. These may include lively oral and written re-
ports, slides, charts, murals, models, and experiments. During
the period of presentation, time may be taken at intervals for
oral evaluation of it by class and teacher.
 Developing the child's use of and confidence in his own
ideas gives him a growing independence and lasting security not
to be found where he must depend upon the teacher to tell him