This article tries to provide both a justification for primary science and an introduction to the kind of science which can be fostered by nonspecialist class teachers in primary schools. (KC)

The author describes the views of Stewart Redman on teaching science to children. Four main ideas are advanced--energy, structure, chance, and life. He believes that science education for young children can help the child to make sense out of the world around him. (KC)

The role of the social group in learning at science centers is discussed. The author emphasizes that science centers can contribute to formal science education, although the environment is informal and the learning is not sequential. (Author/SA)

Suggests a revised Montessori elementary biology sequence based on the new five-kingdom model. In keeping with Montessori principles that move the learner from the whole to the parts and from the simple to the complex, offers a proposed outline of instruction for the lower elementary (6-9) level and for the upper elementary (9-12) level. (TJQ)

Ideas and scientific definitions as reported by 9-12 year olds collected from class discussions, essays, or examination papers over the course of 32 years are presented. Topics include the living body, tracts, metabolism, the senses, the skeleton, the heart, respiratory ailments, genetics, microbiology, and modern medicine. (KR)

This paper discusses a cognitive model of how action agendas and goals emerge through the dynamics of self-organization in collaborative activities. While machines are designed to perform a function, or goal, humans are self-organizing systems that set their own goals and produce order without having external order imposed on them, or, more…

Contains selected remarks of William J. Bennett, Secretary of Education, on science education in elementary schools. Addresses the need for a revolution in elementary school science and advocates a hands-on discovery approach to teaching science. (ML)

Based on the Project Synthesis findings presented in "What Research Says to the Science Teacher," (NSTA, 1981), seven priorities are listed for improving science education for the remainder of this century, including the need for a new rationale which takes into account our technologically oriented society. (JN)

The act of attributing human emotions to nonhuman animals (personification) may lead to misconceptions by young students who may not be able to distinguish fact from fiction. Three major types of personification (animism, anthropomorphism, and teleology) are briefly reviewed with related examples. (DS)

Presents position statements indicating the necessity of laboratory experiences for the teaching and learning of science in the elementary school. Three different perspectives are addressed: research, curriculum, and teaching. (DS)

Through a description of some of the activities which take place in his science classroom, the author makes a strong case for the inclusion of technology, or applied science, rather than pure science in the primary curriculum. (KC)

Discusses changes in ideas about learning underlying reforms in science education. Highlights experiences with project-based science, which focuses on student-designed inquiry organized by investigations to answer driving questions, including collaboration among learners, new technology, and the creation of authentic artifacts that represent…

While few disagree that science fair projects have great potential for student learning, the preparation and execution of projects can be stressful for teachers, students, and parents alike. While working as a fourth-grade teacher, the author's goal was to provide students with a science fair experience minus the pressure of trying to figure out…

Widespread use of interpretive research in studies of teaching and learning has highlighted a number of crucial ethical and legal issues. Although these issues have always been a concern for researchers, use of small samples and detailed analyses of teaching and learning have brought previously hidden aspects of teaching and learning into the…

Offers perspectives on research related to students' ideas about science prior to instruction. Discusses possible origins of prior knowledge, the requirements for conceptual change, and reviews instructional implications. (ML)