Presents an integrated approach that helps students understand difficult science concepts. Involves counteracting children's confusion over certain concepts, confronting children's misconceptions through inquiry, and presenting a multitude of experiences that challenge children's erroneous beliefs. Presents an example of applying this approach to…

Elementary school science should help students learn to think like scientists--to ask questions, form theories, test hypotheses, observe results, and draw conclusions. This article provides a brief review of several specific guidelines for teaching elementary school science. (IAH)

Describes a study which sought to identify development patterns related to the acquisition of proportional reasoning in two areas, namely electricity and chemical solutions. Results from children ages 9-11 indicated that development of understanding of chemical solutions was asymmetric whereas it was symmetrical with electricity. Includes sample…

Described is an interdisciplinary unit on animal care for elementary school students. Included are research strategies; a semantic map; ideas for integrating reading, writing, and science; and a discussion of the benefits of using imagination in learning. (CW)

Discusses the role that children's ideas and questions have in learning science. Explains four techniques which aim to promote primary students' question-asking. Also suggests specific approaches that were developed in the Learning in Science Project to assist teachers in making use of children's questions. (ML)

The Learning in Science Project (Primary)--LISP(P)--investigated the questions and explanations primary children have about rocks. Data were collected during teaching sessions from New Zealand students (ages 8-11) and Australian students (ages 10-11). The teaching sessions required the teacher to create a situation in which children generated some…

The topic of metals is frequently taught in primary schools. However, when metals are suggested as one of a series of topics for study, students often initially show little enthusiasm for the topic. To determine the ideas that children have about metals the Learning in Science Project (Primary)--LISP(P)--interviewed thirty-eight 9- to 10-year-old…

An alternative approach for teaching primary school science has been proposed by the Learning in Science Project (Primary--LISP(P). This study investigated the use of the approach during three series of lessons on the topic "metals." Each series followed the same general pattern: (1) an introductory session to stimulate children to ask…

Describes how discrepant events can be employed as a viable teaching strategy. Reviews the theory of cognitive dissonance and provides examples and approaches in its resolution. Offers samples of discrepancy events and unexpected situations. (ML)

The study sought to determine if increased lesson structure could aid elementary school students with low perceptual structures. Findings indicated that increased lesson structure did not significantly improve science achievement for the participating grade four and five students. (ML)

Discussed is the management of cooperative learning groups in an elementary school science classroom. Rules for classroom behavior and benefits that can be derived from using this method are suggested. (CW)

The use of the inquiry approach in the teaching of elementary science is examined and advocated in this publication. The position that an inquiry approach is the best way to teach and learn science is upheld and its influence on the development of positive attitudes towards science is stressed. Section titles include: (1) "A Tale of Two Teachers"…

The origins of inquiry activities are discussed in this historical review and assessment of science textbooks. Approximately 80 texts (dated from 1822 to 1910) were analyzed specifically for inquiry teaching strategies. No significant patterns were detected, either by subject or time, which could support an identifiable birth of inquiry. After…

In this paper, the verbal interaction strategies and explanation behaviors of three fifth-grade teachers teaching science units are used to illustrate relationships among curriculum materials, teacher talk, and student learning. Experimental studies with these and other teachers indicate that, if teachers become more sensitive to their students'…

The Learning in Science Project (Primary)--LISP(P)--investigated the questions and explanations primary children have about spiders. The data comprise 112 questions and 104 explanations (included in appendices) offered by children after being shown a picture of a spider. Additional data were collected during individual interviews with 18 students.…