The Summer Institute in Science was developed to address the need for updated information and training in physics, chemistry, and technology among elementary and secondary teachers. Three major objectives addressed were to: (1) improve teachers' understanding of basic concepts in the subject field; (2) provide teachers with training in the use of…

This guide to the literature on space science projects is not necessarily intended to be a comprehensive bibliography. It is designed to provide the reader with a set of resources that can be used to focus on the topic. The document lists the subject headings used by the Library of Congress in cataloging information on space science projects. It…

There is always the possibility that educational research does not result in developments within the classroom. This yearbook attempts to address that situation by making teachers more aware of what research exists. It contains a collection of articles which deal with such topics as: (1) new teaching strategies; (2) the theoretical background of…

Five years of data related to teachers' perceptions of learning and knowledge were analyzed to ascertain whether differences existed between preservice elementary and secondary science students (N=435). These data were generated from a questionnaire derived from assumptions about learning and knowledge. The assumptions address five areas of…

Describes a summer institute for elementary secondary science teachers held at the University of California, Irvine, which is designed to update and refine the scientific knowledge of the teachers and to build a scientific foundation for crossover teachers who are teaching without an adequate science background. (TW)

Reports on a study of possible differences in interaction patterns between a sixth-grade teacher and different groups of students. Results showed consistency in the interactions studied, but important differences occurred in the quality and quantity with students perceived as "best" and "weakest" and boys and girls in…

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.…

Promotes the Every Teacher a Researcher program of the National Science Teachers Association. Encourages teachers to become involved in three types of action research with regard to cooperative learning in science. These are replicating, refining, and extending. Includes program registration form for interested teachers. (TW)

Traces science curriculum development efforts in elementary and secondary schools in Great Britian. Calls for changes in the curriculum so that all students above the age of 16 take science courses. Considers the possible impacts on vocational courses, and on college courses in science, engineering, and teacher education. (TW)

Discussed are the effects of sex-stereotyping on achievement and self-concept in science and mathematics students. Although parents rarely treat sons and daughters differently, other adults, especially teachers, tend to sex-stereotype students. It is suggested that multiple-choice testing discriminates in favor or boys. (JN)

Described are some of the factors that have influenced the introduction of instructional change into Black South African classrooms. The Science Education Project of the 1980s, teacher uncertainty, pupil expectations, the epistemology of science education, resources, and the image of innovation are discussed. (CW)

Describes the goals of the Environmental Education Review Committee and presents the results of a survey on the importance of environmental education. Lists recommendations from the Committee. Provides some demographic and geographic data on the region. (YP)

Investigates teaching propositional logic (hypothesis testing and scientific reasoning) to preservice teachers enrolled in an elementary science method course (n=48). Results indicate that students scored higher on a posttest of the Propositional Logic Test than on the pretest. Authors conclude that even a brief intervention in logic can improve…

A common maxim in the educational profession is that one teaches the way one is taught. Indications are that preservice teachers' beliefs, attitudes, and practices may be linked to previous experiences. Calderhead & Robson (1991) underscored this concern by asserting that teachers use good teachers as models for developing their own images as…

Pedagogical content knowledge (PCK) is a much debated and studied construct. In this article, we adopt an all-embracing view of PCK to examine the development of one elementary science teacher's knowledge over a 10-year period. We portray this teacher's knowledge at three critical points in her career--as a student teacher, beginning teacher, and…