Presents responses of New York and Pennsylvania elementary educators to questions concerning their actual science instruction prior to adoption of Science - A Process Approach, and their opinions concerning ideal elementary science programs. (DF)

The author poses problems and suggestions for possible solutions encountered in curriculum installation. (CP)

Studied were attitudes of 54 fourth and fifth-grade teachers from 21 New York and Pennsylvania pilot schools prior to an initial summer workshop on Science-A Process Approach (AAAS) prior to installation of the AAAS during the 1969-70 school year. A questionnaire was mailed to each teacher. Data and conclusions were reported with regard to…

Significant positive Pearson correlation coefficients were found for students'(N=91) interest in and attitudes toward science (0.58), interest in science and curiosity (0.47), and attitudes toward science and curiosity (0.40). Implications for science instruction and curriculum development are addressed. (JN)

Data were collected from 293 fifth-grade students. Significant positive relationships were found between science achievement and all of the attitudinal tendencies tested. (MNS)

Investigated whether differences existed between gifted (N=25) and nongifted (N=25) fifth graders and between the sexes and related subgroups with respect to attitudes toward science. Although results indicated that gifted students had more positive attitudes than nongifted students and boys had more positive attitudes than girls, the findings…

Reports favorable results of a process-promoting curriculum installation endeavor, involving time allotment increases, improvement of exercise teaching, pupil acquisition of desired behaviors and skills, and changes in teacher attitudes toward curricula and teaching styles. The use of a professor-consultant in elementary curriculum implementation…

The "Children's Science Curiosity Scale" is composed of 30 Likert-like items which examine various curiosity factors in the context of science learning. Internal consistency, test-retest reliabilities, and validity of the instrument were investigated. Sex differences using the instrument were also investigated. (JN)

Guidelines for parents whose children may be involved in preparing a science fair project are outlined and discussed. Suggests that this article (or a teacher prepared letter) be sent home with students when they are assigned a science project. (JN)

An overall teacher preparation program is described. The content of the elementary science methods component, a list of proposed student competencies, and five assignments given to students are discussed in detail. (DT)

Presented are the results of a survey of elementary school principals designed to determine whether problem solving and critical thinking skills are an integral part of the science curriculum in elementary schools. Curriculum orientation, amount of problem solving, and problem-solving/higher-order thinking priorities are discussed. (CW)

Investigates the perceptions of teachers, principals, and consultants concerning the importance of identified inservice activities, provided by a consultant, to implementing teachers. One hundred-forty-five educators participated in a program in which Science--A Process Approach (SAPA) materials were introduced. Collectively, educators considered…

Presents an evaluation design and strategy for preservice preparation of elementary school teachers in science. Five evaluation dimensions are discussed: population definition, academic concerns, implementation, program team functioning, and attitudes. (HM)

Investigated relationships among attitudes toward science, interest in science, science curiosity, and self-concept of science ability. Data, obtained from 228 sixth-grade students, show that attitudes toward science, interest in science, and science curiosity are highly related. Implications of these findings for science instruction are…

Examines the influence of the use of hands-on materials in elementary school science instruction from a survey of 301 school principals. The rationale for the survey, questions used, and responses are provided. Lists 12 references. (YP)