Alfred North Whitehead's theory suggests that science teachers who try to increase student interest by making science more pure (covering more material) actually produce less learning and that graphs, formulas, and presentationally immediate symbols do not motivate students. Teachers must master materials being covered, introduce relevant…

Discusses the work of children's author Jerry Pallotta, whose talent for integrating interesting science facts with wry humor in alphabet books captures readers of all ages. (RS)

This article describes some of the curricular and instructional frameworks conceived for science for the elementary grades, provides insight into the frameworks' origins and contents, and speaks to the appropriateness of the frameworks to help guide elementary science education into the twenty-first century. A list of 28 references is included.…

Discusses the experiences and activities of a six-person team of science educators during their six-week stay in Thailand. Also considers the cultural adjustment, sightseeing excursions, teacher education in Thailand, travel preparations, and other topics. (JN)

Notes absence of women scientists from textbooks, media, and popular literature as helping to maintain masculine image of science and sees dearth of role models as making it difficult for girls to imagine themselves as scientists. Addresses the ways in which elementary science methods courses can integrate a "gender agenda" to encourage more girls…

Members of "Primary Science Review" Editorial Board explain what drew them to science. Alan Peacock, "PSR" Editor, emphasises the need to preserve children's sense of wonderment about the world. Robert Collins, a science educator in the Faculty of Education, University of Strathclyde, thinks people are "secret science…

Proposes that familiarity with science should be the main goal of elementary science. Outlines major objectives of elementary school science and provides suggestions for effective classroom instruction. (ML)

Skills necessary for scientific study that correspond to the cognitive development of the elementary age child, and specifically the gifted student, are discussed. Attention is directed to observation, problem finding and question asking, seeing relationships, note taking, sustaining interest and perseverance, and hypothesizing. (SEW)

Discusses the principles which the author believes are important for the style of primary science in the United Kingdom. These are spontaneity, open-mindedness, and integration. (HM)

Gives an account of the issues surrounding the attempts of two teachers to integrate literature into the science curriculum of a second-grade classroom. Argues that children's intellectual development is best served by curricula based on inquiry. (HB)

Maintains that inventing, which is a creative problem-solving approach in science, should be a part of the science curriculum. Invention fairs, an alternative to science fairs, can be an exciting and educationally sound addition to the curriculum for a wide range of students. (BB)

Attempts to redefine science education as "the interface between science and society" are critically examined and rejected. Authors support the definition that science education is a discipline devoted to discovering, developing, and evaluating improved methods and materials to teach science (the quest for knowledge and the knowledge…

Defends the definition of science education as the interface of science and society, pointing out the fallacies of an alternative definition promulgated by Good, Herron, Lawson, and Renner who, in a previous article (SE 537 615) examined and rejected the science/society interface definition in favor of their own definition. (DH)

A special science program for gifted children keeps them interested through hands-on experience and the enthusiasm generated by a teacher's love for her subject and her students. (Author/SK)

Argues that science should be treated as the educational equal of the other "basics." Discusses ways in which science can be readily incorporated into elementary education: teaching science as both facts and processes, relating science to students' daily experiences, integrating science into other study areas, and fostering positive scientific…