Using the example of a ten-year-old boy working on a science project, the author discusses the question of when and how much the teacher should intervene and direct a child's independent learning activity. (SJL)

Since 1975, the Association for Childhood Education International has published a column called "Classroom Idea-Sparkers" in each issue of Childhood Education journal. The column provides practical help for classroom teachers, preschool through middle school, offering educators ideas and activities to help extend learning and make it more relevant…

This article discusses how Magnetic Levitation (Maglev) can be taught to gifted students in grades 4-9 using hands-on activities that align to the National Science Standards. Principles of magnetic levitation, advantages of magnetic levitation, construction of a Maglev project, testing and evaluation of vehicles, and presentation of the unit are…

Through the use of science-reading kits, one teacher develops practical application of children's reading skills. Each child designs and builds appropriate materials for science learning kit on the subject of his/her choice. (SA)

Describes secondary science programs designed to meet the educational, behavioral, social, and emotional needs of students who do not appear able to benefit from, or adapt to, the traditional educational system. Includes an outline of lessons encompassing a multidisciplinary, computer integration plan for hatching chicken eggs, and directions for…

Discusses the Intermediate Science Curriculum Study (ISCS) teacher's role. Sources and dimensions of ISCS teachers' role conflict and some of the ways that this conflict has been, or might be, resolved are also presented. (HM)

Presents basic guidelines for classroom control and discipline for teachers using new science programs that encourage independent study and hands-on activities. (MA)

Results of 11 studies of classroom practices used with activity-based elementary science programs were combined quantitatively using a composite category system. One finding reported is that teachers trained in program use spent less time talking and more on activities than untrained teachers using the programs. (Author/JM)

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)