Elementary school teachers attending an inservice workshop were asked to list ten science facts they had learned when they were elementary school students. The teachers could recall very few facts, leading the author to suggest that we teach for more long-lasting science. (BR)

Describes why and how science should be taught in the primary school, with particular illustrations for the first grade. Emphasis is given to helping children develop their rational powers, become acquainted with their environment, and develop their observational and descriptive skills. Children in the primary grades learn from manipulating actual…

Described are activities that are designed to help elementary children understand the possibility of the particle theory of matter. Children work with beads, marbles, B-B shot and sand; by mixing these materials and others they are led to see that it is highly possible for the existence of particles which are not visible. (BR)

Suggests that preschool science programs should be creative, manipulative, investigative, and should grow out of a permissive interaction with the environment that surrounds the child. (BR)

Describes an elementary science institute intended to provide children with scientific training in such a way that science becomes a worthwhile and significant pursuit. The institute is financed by local donations, is staffed mostly by parents, and serves approximately 70 children four days a week after school and on Saturday. (BR)

Describes ways of teaching concepts instead of facts on field trips; the basic idea is to direct children to new experiences and help them explore unknown environments, letting the children develop their own concepts of environment. Future experiences will reinforce their concept or cause it to be modified. (BR)

Presents a unit of study on the moon and the teaching method used with a sixth grade class. Students were involved in many aspects of scientific investigations; individual differences were met in a variety of ways. (BR)