The enthusiasm for science displayed by students in early elementary grades is unparalleled. If not nurtured in elementary school, the spark for learning science diminishes. Unfortunately, the amount of time spent on science in Grades 1-4 has steadily declined since the passage of the No Child Left Behind Act of 2001. In 2012, the National…

The purpose of a child's participation in a science fair is to experience learning. Seven steps to creating a successful project are described. (MT)

Magic can stimulate children to think creatively and retain what they learn. This article offers tips and step-by-step instructions to bring magic into the classroom. Children learn scientific principles, are required to read and follow sequential instructions, and are encouraged to stand in front of the class. (MT)

This rationale for teaching elementary-level science using a hands-on approach emphasizes the importance of students learning the process by which an outcome arises rather than just remembering the outcome. The article encourages use of everyday objects rather than fancy scientific apparatus and offers suggestions for helping students undertake…

Some of the best recent films and videos for classroom use are described. Topics include the natural world, animals, self concept, safety, and maps. Addresses of distributors are listed. (MT)

Gives an account of the issues surrounding the attempts of two teachers to integrate literature into the science curriculum of a second-grade classroom. Argues that children's intellectual development is best served by curricula based on inquiry. (HB)

Described is the use of ordinary ceramic magnets to replace the more expensive bar magnets commonly used. Suggestions for 11 task cards to help introduce children to the uses and principles of magnetism are provided. (CW)

Describes the construction and use of simple optical aids that allow the amateur scientist to safely observe sunspots and solar eclipses and also to measure the sun's rotation. (five references) (JJK)

The article advocates the use of content topics, and by the use of appropriate enquiry process skills, the development of broad concepts which will encourage children to consider their attitudes in a broad range of issues and the part they can play in decisions about them. (Author/RE)

Describes ways to incorporate science into events that typically happen during the school year, including the school carnival, school assemblies, open house, book fair, sports events, newsletters, field trips, schoolyard cleanup, career days, and parent-teacher conferences. Presents tips to encourage parents to support an improved science program…

Discusses the national, area, and school policies to improve elementary school science and technology. Describes the development procedures, content, and evaluation of the school policy. (YP)

Considers how if students' curiosity is dismissed, children can develop passivity and grow into unquestioning adults, the opposite of most educators' goal of helping children develop into lifelong learners. Claims that inquiry: flourishes in highly structured classrooms; involves building personal background knowledge and using materials wisely;…

Some of the problems concerning the selection of science textbooks are discussed. A specific procedure for evaluating textbooks which uses questioning levels as a criterion is presented. Textbooks are compared with simple statistical methods using this method. (CW)

The Learning Cycle as an instructional strategy in science consists of three phases: exploration, concept introduction, and concept application. The strategy's support of language development in students with deafness is noted, and three lessons are presented: force (primary level), physical properties of matter (older elementary), and properties…

The planning and organization of problem-solving workshops for teachers are discussed. Suggestions for activities and anecdotes of teacher participation at workshops are provided. (CW)