A phenomenological approach was used to investigate the longitudinal recollections of participants of an out-of-school science program. The experience was a field trip to the Shenandoah National Park (USA) conducted in the fall of 2004. The science topic was geologic history and features related to the Shenandoah Valley. Two major themes relating…

Students using the Science Curriculum Improvement Study curriculum were informally observed to be incapable of defining a system although they could perform related tasks. A study was performed to determine students' understanding of various aspects of systems. (SD)

Discusses workshops featuring an interactive exhibit program for elementary science teachers. Science is learned in an inquiry-based mode and science teaching props are developed. Describes the interactive science exhibits, needs assessment, and workshop programs. Provides evaluation results of the workshop. (YP)

Discusses the phases in the learning process as described originally by David Hawkins. The aspect of choice is included as each phase is described. The intent of the activities planned according to this approach is a happy, curious, and inquisitive child. (Author/SA)

The attitudes of 120 teachers using SAPA or SCIS in two different school districts were analyzed. Responses to questionnaires revealed a wide array of teacher reactions to implementation of newer elementary science programs. Recommends adequate in-service instruction in all areas of program implementation. (CS)

Discusses the rationale for creation, and the characteristics of, middle schools. Investigates the problems of science curriculum materials and preparation of science teachers for the 6-8 grade level. (CP)

Describes a study to evaluate the effect of the Energy Education Curriculum Program as perceived by elementary and secondary classroom teachers. Results indicate that energy education is taught in schools when materials and information are made available to the classroom teacher. (RT)

Discusses the necessities of regional resource centers for K-12 levels. Provides some examples of centers and describes their activities. Suggests three conditions for the success of a center. (YP)