Presents the results of a survey study conducted to identify the status of science education in the elementary schools (K-6) of Illinois during the 1975-1976 school year and to establish a data base. Implications of the findings are also included. (HM)

Examined elementary and secondary education students' attitudes and understanding of science processes prior to taking methods courses, immediately after completing the courses, and upon completing their practice teaching experiences. Implications based on differences in attitudes between the two levels (including negative attitudes for secondary…

This essay is the third in a series on innovators in the teaching of elementary-school science. Palmer's ideas and work on nature study and their relevance to children's education are described. His resume and a list of his publications are also included. (HM)

Presents four guidelines, and their implications, for methods courses for training elementary school teachers. Requests criticisms and modification in the teacher education literature. (AL)

Pleads that authors distinguish between process" as an end of science instruction (knowledge about how scientists work), and process" as a means of instruction (students investigating, measuring, observing, reading, etc., in the manner of scientists). (AL)

There were no differences in the types of responses given by children in response to the question What makes clouds move?'' whether they were interviewed by telephone, by a person in normal dress, or by someone wearing clerical dress. The responses were similar to those reported by Piaget. (AL)

Describes experiences in chemistry for fifth and sixth grade students of personal interest and ability. Activity purposes, procedures, materials, and evaluation items are given (JM)

The present research deals with the perception of matter in young children, inquiring if it is perceived as discrete or continuous. It investigates the existence of the intuitive rule "everything can be divided in two" in elementary school children (K-6) by using questions on the subdivision of mathematical and material objects. In addition, we…

Expert scientific inquiry involves the generation and use of analogies. How and when students might develop this aspect of expertise has implications for understanding how and when instruction might facilitate that development. In a study of K-8 student inquiry in physical science, we are examining cases of spontaneous analogy generation. In the…

The impact of field experience on attitudes toward science and science teaching of 80 prospective elementary teachers at East Carolina University was investigated. (HM)

Reports on a study which gathered demographic data about New England elementary science methods faculty. Summarizes findings about each faculty member's professional preparation, related work-load responsibilities, and elementary teaching experience as well as other demographic data. Discusses criteria for a model elementary science methods…

This case study documents an example of inquiry learning and teaching during a summer institute for elementary and middle school teachers. A small group constructed an explanatory model for an intriguing optical phenomenon that they were observing. Research questions included: What physics thinking did the learners express? What aspects of…

Illustrates the modifications needed to use Bloom's Taxonomy of Educational Objectives'' in providing cognitive level profiles of curriculum materials by reference to an elementary science project. Modifications take account of alternate teaching strategies and student background. (AL)