Elementary school students (N=226) in grades 1-6 were interviewed to determine competency with measurement tasks. Data indicate that fundamentals of measurement (although taught) were not understood or retained by a sizable proportion of these students. Classroom activities are suggested to remedy the situation. (Author/JN)

Describes a project for preservice and inservice teachers enrolled in an elementary school science methods course. Purpose of the project is to study children's concepts of science and to develop understanding of cognitive development. Interview techniques are based on Piagetian methods. Studies are critiqued on a group basis. (JM)

Research on propositional reasoning is summarized. Retrieval of facts and concepts, linkages, short-term memory limitations, and the processing advantages are discussed. Suggestions for maximizing teaching are presented. (CW)

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)

Discusses the applications of Piaget's theory of cognitive development to elementary and junior high school science teaching. Topics include planning concrete experiences, inductive and hypothetical deductive reasoning, measurement concepts, combinatorial logic, scientific experimentation and reflexive thinking. (SA)

Describes an activity using a large balloon to help children understand that, even though the horizon appears to be flat, the Earth is, indeed, round. Uses a toy ship to reinforce evidence from the first part of the activity. Stresses the importance of confronting naive theories at an early age. (CW)

Describes a teaching method that actively involves elementary school children in science lessons by having them teach lessons to their peers. Gives examples of teacher and student strategies. Describes evaluation of the students and student progress with time. Reviews depth of thinking and questioning by students in this activity. (CW)

Examines childrens' conceptual frameworks and, recognizing that they may be inaccurate, proposes such teaching strategies to aid students in modifying inadequate frameworks as: asking for ideas, listening respectfully, providing guided experiences, and encouraging discussion in non-threatening settings. Stresses learning as an active, thinking,…