A study was done to determine if there are advantages in teaching a science methods course in conjunction with field experience. Results showed that taking the science methods course with the field experience did not help education majors to understand science processes. (JN)

Reviews research in science instruction studies with similar independent variables, involving grades 6-12 and reported within the 1963-1978 period. An analysis of 52 studies revealed six clusters that possessed significant positive cognitive outcomes. Includes the finding that systematic innovation provides positive improvements over traditional…

Reviews selected research studies on testing in science education to demonstrate that, although many tests do exist in science education, there are areas needing further development. (CS)

Suggests: (1) activities to enhance interest during observations of animals in the elementary science classroom; (2) possible questions to ask during these observations; and (3) sources for observing animals such as pet stores and farms, as well as bringing pets into the classroom. (DS)

Discussed is Bertha Morris Parker's contribution to elementary school science curriculum in terms of her development of science curriculum, her insights and ideas about elementary school science, and elementary school books she wrote. (DS)

Determines the effectiveness of three small-group teaching methods on the acquisition and retention of seriation abilities, investigates transfer of seriation abilities relative to the treatments, and investigates the relationship between visual and nonvisual seriation abilities involving first graders (N=120). (CS)

To answer the question posed in the title, the authors assess the progress of primary science in Britain since 1964, reassess policies on science at the primary stage, discuss children's scientific ideas, evaluate the professional training of primary teachers in science, and make a few recommendations. (KC)

Provides specific information about the eruption of Mt. St. Helens in March 1980. Also discusses how volcanoes are formed and how they are monitored. Words associated with volcanoes are listed and defined. (CS)

Addresses questions on classroom and lesson organization, objectives for primary science instruction, and concerns about teacher preparation in the scientific field. (GS)

Describes a study designed to compare the gradual development of children's understanding of shadows with Piaget's stages, categorize pupil responses in the shadow tasks, identify typical pupil responses in each category, and enumerate curriculum implications from the investigation. (GS)

Explores the meaning which children attach to time. Offers possible definitions of time and questions the reliability and validity of the standard unit of time as used in school laboratories. (GS)

Presents a basic description of the Children's Television Workshop (CTW) science series "3-2-1 Contact," initially shown January through April, 1980. Includes information regarding basic goals, audience, schedule, format, weekly themes, school services, funding sources, staff members, and preproduction research. (CS)

Describes three fantasy trips for use in science classrooms. Includes suggestions for follow-up activities and alternate uses of fantasy trips. (DS)

Activities and experiments are suggested for teachers who wish to introduce their students to the idea of "change." The activities are those which are common in many early childhood situations. (SA)

Activities and experiments with leaves are given for use with elementary students. Classifying and measuring are ideas which are suggested for involving children in some in-depth projects with leaves. (SA)