The purpose of this study was to investigate whether the field experience component of an undergraduate science methods course for preservice elementary school teachers was effective in: (1) shifting student concerns about science teaching from concerns about themselves to concerns about the impact of inquiry-oriented science programs on pupils;…

The National Science Foundation funded a project to: (1) identify major areas of science education research in which sufficient studies have been conducted to permit useful generalizations for educational practice; (2) conduct meta-analyses of each of these areas; and (3) prepare a compendium of these meta-analyses along with interpretative and…

The philosophy underlying the African Primary Science Program, according to the author, is that the essence of science is not merely the statement of principles; it involves the struggle to find out about the material world. This program sought to develop the intellectual alertness of the children, and improve their questioning, and problem…

This paper describes a 4-month discourse in Computer Supported Intentional Learning Environment (CSILE) databases and the resulting classroom curriculum to identify potential factors for consideration when implementing a knowledge-building environment utilizing overlapping communities of inquiry. The study was part of a larger study of fifth and…

This concept paper outlines the rationale for a project on the development of science curriculum for K-8 high ability learners. The rationale was developed through a synthesis of major recommendations from national science reform reports and from a review of the literature on effective science curriculum for high ability learners. The paper begins…

This paper begins by exploring some general issues associated with the idea of progression in education in general and in science education in particular. These are then related to the particular domain of interest of the Procedural and Conceptual Knowledge in Science (PACKS) Project, which is concerned with the responses of children, aged 9 to…

Describes the changes and trends in elementary school science in Great Britain. Discusses the justification for the development of programs at the elementary school level and some of the essentials of good practice. Indicates some of the myths about elementary science and provides guidelines for progressing from elementary to secondary science.…

Describes several tests for determining dominance of children's hands, eyes, feet, and thumbs. Discusses the relationship between hemispheric brain dominance and dominant sides of the body. Suggests that raising questions about generalizations can lead to new learning. (TW)

Describes two activities for helping elementary and middle school students develop energy consciousness: (1) Energy Chains and (2) The Energy Tank. The Energy Tank is an activity that has students build and race a two-liter soda bottle to reinforce the basic laws of energy conservation. (PR)

"Elementary Science: Where are We Now?" is a review of Elementary Science Education from the 1960s to 1999. Curriculum moved from uniform programs in the 1960s based on two assumptions to a wide diversity of goals, philosophies, and types of materials in the 1970s. The two assumptions behind the elementary science curriculum programs of…

A 4-year program of naturalistic research on science teaching and learning was conducted in Australia. This program comprised a project entitled Teaching and Learning Science in Schools (TLSS), which ran from 1987-89, and a year of follow-up studies in which some of the major findings from the project were explored further. Participants included 5…

A major effort of Project Synthesis was the analysis of written reports, problem statements, new foundation programs, and current research that provided clues as to ideal state conditions in science teaching. A classification scheme that included five focal areas was used in the Project (elementary science, biology, physical science, inquiry, and…

The purpose of this guide is to provide teachers with information that will help them better understand how to teach science. In addition, this resource is intended to be a tool in assisting teachers in developing their science curricula and in planning their instruction. The instructional approach presented reflects the philosophy that students…

This document addresses some of the factors involved in teaching critical thinking skills in the science classroom. It contains sections that deal with: (1) pair problem solving--creating a Socratic learning environment (emphasizes the role of the teacher); (2) writing to learn science (the thought-process protocol); (3) integrating science…

Background information and exemplary units for teaching science in Georgia's middle school grades are provided. Discussed in the first section are: (1) the rationale for including science in middle school grades, focusing on science/society/technology, science/social issues, scientific reasoning, and scientific literacy; (2) role of science…