Abstract
A science program in which students were encouraged to select their own project goal as well as the apparatus to accomplish this goal was developed and tried in two fifth-grade classes. The program was designed to foster children's logical thinking skills. The classes in the study had not previously experienced any individualized program. The advantages, disadvantages, problems, and questions that resulted from the program are discussed. Observations during the program revealed that the transition from group to personalized work is a complicated process. Changes in the classroom social structure, reward structure, and general organization are described. Evaluation of student progress revealed that the major intellectual goal of the program was accomplished. Children in the program performed better on measures of describing variables and interpreting experiments than did control children. Differences in individuals which affect success in the program are discussed.
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