Typical classrooms do not give sufficient presence to thoughtful engagement in understanding performance. How to teach for learning is reviewed, focusing on both teaching and assessment. The need for generative knowledge is discussed. 58-61, May 1984. Play is fanciful, divergent, and subjective.
Scientific inquiry is logical, linear, systematic, and objective.
Yet scientists often solve problems most effectively and innovatively when they pursue solutions in a spirit of play. This is a paradox. 9-21, Jan 1991. The nature and process of constructing scientific and mathematical knowledge in school settings is also considered. A distinction is made between truth and feasibility, and the implications for science education are discussed.