This report describes the kinds of preparation and continual staff development elementary school teachers need to help them acquire the knowledge, skills, and attitudes to foster science learning. In addition, the conditions and support needed to create an environment where good science teaching can flourish are discussed. Chapters included are:…

A major study of Canadian science education was undertaken in 1980 to establish a documented basis for describing the present purposes and general characteristics of science teaching in Canadian schools, to provide an historical analysis of science education in Canada, and to stimulate active deliberation concerning future options for science…

Questionnaires were sent to 2,000 public and independent elementary, middle, and junior high schools in New Jersey to determine the status of K-8 science teaching. Survey results (with 21 percent response) are reported for: organization (grade ranges, school location, total number of elementary teachers, number of elementary teachers teaching…

This study investigated the extent of agreement between selected college-level elementary science educators (N=107) and selected fourth-,fifth-, and sixth-grade Kansas science teachers (N=256) regarding the science laboratory teaching competencies that should be possessed by these teachers. Each group was given a questionnaire which focused on…

This review presents a broad perspective of the state of knowledge in science education, a description of existing trends, the areas where research is needed, and tentative answers to persistent problems that have been identified from the research. The review is organized into eight sections. An introductory section describes methods of using…

CHARACTERISTICS OF APPLICANTS TO SUMMER INSTITUTES FOR SCIENCE AND MATHEMATICS TEACHERS SPONSORED BY THE NATIONAL SCIENCE FOUNDATION ARE EXAMINED TO DETERMINE CHARACTERISTICS WHICH DISTINGUISH BETWEEN SUCCESSFUL AND UNSUCCESSFUL APPLICANTS. APPLICATION FORMS OF ALL ACCEPTEES AND UP TO TWICE AS MANY REJECTEE FORMS, SELECTED AT RANDOM FROM EACH…

The purpose of this study was to determin the effects of an individualized instruction approach and a teacher centered approach on student achievement of science content and problem solving skills, science interest, and self concept. Eighty-one fifth grade pupils were divided into three classes of 27 each: a teacher-centered active control group,…

Presents ideas intended to provoke thinking about how science teaching can engage the imagination and spark the creative faculties of students and teachers. Provides examples of ways that teachers can improve their questioning techniques. (TW)

Reports on a study intended to determine the science education research interests of elementary teachers and to examine the data according to certain demographic variables. Results indicate that hands-on experience, science content, cognitive development and learning styles, problem solving, and teaching strategies were the top five research…

Reports on a study conducted in the Richardson Independent School District (Texas) which was designed to assess the attitudes toward science of students and teachers who have been involved with the Science Curriculum Improvement Study (SCIS) compared to non-SCIS students and teachers. (TW)

Presented is a position statement on science preparation for preservice elementary teachers. Areas addressed include: preparation in science content; science teaching methods; field experiences; faculty preparation; facilities, equipment, materials; and professional orientation. A list of recommended standards (intended to provide a framework for…

Science and social science teachers (N=198) were surveyed to determine interest in interdisciplinary instruction, perception of current interdisciplinary approaches, and preferred forms for learning more about interdisciplinary instruction. Results and implications are discussed with listings of process skills identified as important and…

Presented is a broad perspective of the state of knowledge in science education, a description of existing trends, the areas where research is needed, and tentative answers to persistent problems that have been identified from the research. (CS)

Discusses the definition of scientific literacy, the curriculum of primary and secondary schools, scientists and teachers, cooperation with industry, and the resources and morale of teachers. (YP)

Proposes resolutions about the relationship between a short course on science instruction and specific changes in teaching strategy. Identifies teachers' existing knowledge base as an important factor for the examination of new pedagogical ideas. Suggests that loyalty and demonstration provide a mechanism by which teachers may enhance their…