The Learning in Science Project (Primary--LISP(P)--designed to investigate the teaching and learning of science in New Zealand primary schools, arises from the work of the original Learning in Science Project (LISP). This paper is an attempt to clarify the direction of LISP(P) as it moves toward the central phase of the research. The ideas…

The Learning in Science Project (Primary)--LISP(P)--was designed to investigate the teaching and learning of science in the primary school. This paper summarizes the work undertaken and the findings obtained during the first 9 months of the project. During the first 6 months, an exploratory phase, similar to the original Learning in Science…

Science fairs are held in many elementary, junior high, and high schools. Typically they are thought of as a competitive event where students display science projects. Publications occasionally print accounts of successful science fairs, but these articles are usually based on opinions rather than on research. The purpose of this study is to…

Reports on a project with five schools in which students and teachers engaged in participatory research of water resources and water quality. Describes the student-teacher interaction, a computer network linking the project to an international conference on water quality, and the impact on local public opinion about water resources. (CFR)

A study of 221 teachers in 50 exemplary science programs shows that teachers in these programs are unlike science teachers in general. This report offers a general profile of exemplary science teachers and summarizes data about their goals, expectations, strategies, and the results they obtain with students. (IW)

This seven-part book provides the first detailed analysis and assessment of the development of primary science prior to and following a national survey of primary schools in 1978. Key issues central to contemporary policy and practice are identified, set in context, and interrelated for teachers, students, and policymakers. Part I examines several…