Harry Keller is president and a founder of Paracomp, Inc., creator and marketer of Smart Science Education. In this interview, Keller talks about himself and what led him to develop Smart Science labs as an online learning technology. He discusses how schools integrate Smart Science labs into their K-12 science curriculum, the major weaknesses in…

The children from Locks Heath Junior School, Southampton, had perceptive and thoughtful views about "Why science?" In this paper, the children share their thoughts about what science is and why they think it is important. This paper presents only a small selection of their far-ranging thoughts on the subject. The emphasis on…

Explores the most appropriate form of activities to help children develop science concepts. Provides arguments and evidence from a pilot study that point to the significance of wonder for the invitation of children to the world of science. Argues that activities that do not appear to be pedagogically appropriate should not be excluded from…

The paper identifies possible factors associated with changes in style and presentation of diagrams of lunar phases and eclipses in school textbooks and other resources. Science curriculum resource materials used extensively during the past two hundred and fifty years in North America and Australia provide insights into teaching and learning of…

Develops a rationale for integrating oceanography and marine education in land-oriented curriculum at the secondary level. Examples of topics with a multidisciplinary approach are described in the areas of acoustics and music, aquaria, archeology, art, astronomy, literature, careers, ecology, gastronomy, geology, and topics on various aquatic…

Presents position statements indicating the necessity of laboratory experiences for the teaching and learning of science in the elementary school. Three different perspectives are addressed: research, curriculum, and teaching. (DS)

Reviews a K-6 elementary science program entitled "Health Science" (D.C. Health), describing the content and format of student texts and teacher's guides and the nature of the activities. (DC)

Presents the idea that several points should be considered in animal dissection: (1) ethics; (2) the animal's position; (3) the law; and (4) the actual benefits to society. Recommends that students be carefully prepared for animal dissection. Contains 21 references. (DDR)

Focuses on how teachers understand the place of the laboratory and laboratory work in their practice. Observations are based on interviews conducted with secondary science teachers in England. Contains 27 references. (DDR)

The brain is a truly fascinating structure! It controls the body and allows everyone to think, learn, speak, move, feel, remember, and experience emotions. Although the brain is a single organ, it is very complex and has several regions, each having a specific function. These functionally diverse regions work together to allow for coordination of…

Argues for an emphatic role for theory in everyday science teaching. Contrasts science's confidence in its theories with those of other sorts which students encounter in their everyday lives. Discusses common denominator science teaching in which teachers teach science in units based on different sciences. (DDR)

The experience of one high school in New York State offering physics to freshmen is described. Advantages and disadvantages of this approach are discussed. Curriculum alternatives within the New York State guidelines are presented. (CW)

Reports on a revision to the National Curriculum for Science in Great Britain that carries the danger of reverting to more prescriptive work with less emphasis on whole investigations. Uses a comparison between two exercises. (DDR)

Explores the reasons why data logging is still not an integral part of the science curriculum in the majority of British schools. Suggests some strategies to assist science teachers in taking the initial steps towards utilizing this technology. (DDR)

Discussed are the ways that misconceptions about chemistry are acquired by presecondary children. Several recommendations for teaching chemistry to children are presented including the use of variety, hands-on experiences, critical thinking skills, and appropriate timing of concepts. (CW)