Claims that there is a "down-drift" in the teaching of science, with even preschools now obligated to teach science content. Investigates (through one teacher's diary) how primary teachers interact with scientific teachings and how they can best be inducted into the teaching and learning of science. Concludes that incorporating personal…

Students who are involved in hands-on science activities are enabled to learn the processes of science, and thus become scientifically literate. (DG)

Reviewed are interpretations of the term scientific literacy. Implications of these interpretations for science education are examined. Assessment and practical concerns for meeting these goals are discussed. (CW)

Explores qualities of diversity and sharing in the context of science education in light of larger societal goals around public school education. Argues that tensions between competing visions constructs a space in which children actualize fundamentals of a democracy. Presents two stories about children whose additions to elementary science…

It is not unusual for an instructional model or approach to be misinterpreted in practice. Madeline Hunter bemoaned the way her Mastery Teaching approach was reduced to a seven step lesson plan. Although the Sheltered Instruction Observation Protocol (SIOP) Model of sheltered instruction for English language learners (ELLs) was developed fairly…

Students are usually quick to draw conclusions about their surroundings. Their generalizations, however, are often based on a single experience or even a story recounted by a friend. An individual's ability to reason inductively improves as he gains more experience in the world. The ability to draw broad conclusions also improves with an…

Reading is a skill that can complement a hands-on approach in learning relevant facts, concepts, and generalizations pertaining to different units of study. Teachers should guide students to have the ability to identify unknown words prior to their actual reading of subject matter in science. Pupils tend to make minimal mistakes in word…

This report is a policy statement for science curriculum and instruction in elementary schools. It describes a set of organizing principles that incorporate what science ought to be taught, and a learning sequence that illustrates how more "hand-on, minds-on" science can become more prevalent in our schools. Chapters included are: (1)…

Since fewer girls than boys study science and mathematics in Canadian schools and no immediate change in this pattern is apparent in the near future, the science education of women will be one of the issues examined by a study of science education in Canada to be conducted by the Science Council of Canada. Identified in this brief statement are…

Proceedings of the conference, "The Use of Animals in High School Biology Classes and Science Fairs," held in September of 1979 are presented. Sixteen articles reflect the views of educators, psychologists, and veterinarians on various perspectives of the controversial topic of using animals in elementary and secondary school science…

Editorially reviews the history of reform in science education from the 1920s to 1983. Highlights agreement among the various reports. Specifies the role of chemistry education in science reform. Announces a new book from the National Research Council, "Opportunities in Chemistry, Today and Tomorrow." (CW)

Following a list of six recommendations of the 1970 International Conference on Education for Physics Teaching, summarizes content and conclusions of major sessions of the 1980 Conference. Sessions focused on teaching interactions, concepts and misconceptions; evaluation and assessment, constraints and realities of physics instruction, and…

Discusses the value of field trips to learning; emphasizes that the novelty of the setting can have positive effects on learning and behavior. (SA)

Contends that classroom teachers can teach science well and offers suggestions for organizing an elementary school staff to ensure that good science teaching would occur. States that each classroom teacher can become a local expert on a particular area of the science curriculum and practice. (ML)

Offers perspectives on how conceptual changes actually take place in students. Proposes that elements of Kuhn's concept of scientific paradigms and Wittgenstein's concept of the "language-game" be considered in an analysis of conceptual change. Explains how components of these models relate to science learning. (ML)