Explains studies on the idea of taking children's ideas seriously and when and how this notion took place in the curriculum. Describes the common characteristic of children's ideas and discusses what teachers should do with these ideas. (YDS)

The author argues that selecting content for primary science should be taken seriously, suggests criteria for selecting content, and discusses ways of setting up and using content guidelines. (KC)

Describes an analysis of test items used to measure the science process skills of 11-year-olds in Great Britain. Concludes that the level of cognitive demand was a reliable predictor of the difficulty of an item. (TW)

Explores the problems primary teachers encounter in science and technology and the extent to which these problems are associated with lack of confidence or background knowledge. Findings indicate that there are some ideas which primary teachers come quickly to understand and others that require more extensive professional development. (DDR)

During a seven year period science materials, designed to promote discovery learning for children aged five to thirteen, were developed and revised on the basis of a formative evaluation. Student and teacher data were analyzed in order to determine which curriculum materials contributed to cognitive and affective objectives. (BJG)

Discusses which should be given more emphasis in the British primary science: the content or the process. The advantages and disadvantages of both sides are presented. Content objectives treated in the same way as process and attitude objectives are suggested as content guidelines for primary science courses. (HM)

Considers the types of science education interventions at the elementary school level likely to foster equal success of boys and girls. Reviews literature which documents the problem, personality characteristics of girls, girls' career prospects, the masculine image of science, and methods of teaching science. (JDH)

This document evaluates the second phase of the Science Online Support Network (SOLSN) Project. The SOLSN Project supports primary teachers in professional development, improving standards of science teaching and learning, and improving continuity for students across the elementary and early secondary grades. This report evaluates the project,…

The Learning in Science Project (Primary)--LISP(P)--was designed to examine problems and difficulties in primary science and to explore ways of overcoming these problems. Early research led to a proposal that children's questions and explanations could form the basis of an alternative teaching approach. However, several issues were raised which…

Student assessment in science in primary (elementary) schools in the United Kingdom is discussed in the context of the enactment of a National Curriculum. Sample science test items are included. Teachers must develop the skills required to assess students' learning in science and should not rely on external tests. (SLD)