Discusses the principles which the author believes are important for the style of primary science in the United Kingdom. These are spontaneity, open-mindedness, and integration. (HM)

Surveys factors which may contribute to problems in elementary school science, including among others, teacher attitudes, teacher preparation, learning styles, and inaccessibility of most scientific literature to individuals without formal training in science. Offers possible solutions to these problems. (JN)

Discusses the results of a survey of primary school teachers in south-west England that investigated the amount and nature of science taught; the teachers' awareness of modern curriculum developments in primary school science; the effect of sex differences; and the effect of science training on attitudes. (MLH)

Discusses problems which act against adoption of systematic science study in elementary schools. Also discusses a research project aimed at developing a model of in-service training and curriculum development in elementary science on a catchment area basis which attempts to address the problems and issues cited. (Author/JN)

Analyzes the length of spontaneous reasoning chains exhibited by pupils in primary and early secondary schools. Findings indicate that the reasoning chain lengths may make it difficult for students to handle parts of the science curriculum that involve multistep reasoning processes. Discusses implications for the science curriculum. Contains 11…

Reports on research undertaken as part of 'Keeping School Science in Step with the Changing World of the 21st Century'. Describes the development and evaluation of test and teacher assessment items for evaluating understanding of the National Curriculum (England and Wales) Sc1 component, Ideas and Evidence. (Contains 19 references.) (Author/YDS)

In part 1 (SE 532 193) an outline of Ausubel's learning theory was given. The application of the theory to elementary school science is addressed in this part, clarifying what elementary science means and indicating how it relates to what may be expected to be already known by elementary school children. (Author/JN)

Charts some of the landmarks in the tortuous path towards science becoming an established part of primary education over the last 100 years. While ideas and practices have come and gone, overall there has been real change in the status and quality of teaching and learning in science. (Contains 32 references.) (Author/ASK)

Indicates one method for the improvement of primary science instruction is to examine a selected topic and enumerate problems it can pose to the teacher in terms of the nature of science and ease of acquisition of relevant information. Provides examples of this approach in the area of bird study. (GS)

Details an 'explanatory Earth story' on plate tectonics to show how such a 'story' can be developed in an earth science context. Presents five other stories in outline form. Explains the use of these stories as vehicles to present the big ideas of science. (DDR)

Challenges some commonly-held beliefs about what primary children can and cannot learn about astronomy. (Contains 16 references.) (Author/WRM)

Discusses which should be given more emphasis in the British primary science: the content or the process. The advantages and disadvantages of both sides are presented. Content objectives treated in the same way as process and attitude objectives are suggested as content guidelines for primary science courses. (HM)

Discusses the need to adapt science education objectives to the objectives and expectations of students. Proposes a framework for the study of science which has a firm knowledge basis and gives a valid description of science in our contemporary society. (MLH)

Describes a two-stage framework for the construction of science courses (grades K-12). Both primary stage (5-11 years) and secondary stage (11-16 years) emphasize scientific skill development and an understanding of scientific concepts. The secondary stage further introduces economic and cultural implications of science. (CS)

Provides lists of instructional strategies for elementary school science focusing on: (1) the biological sciences; (2) forces, movement, and energy, and (3) the physical sciences. (JN)