This study examines the personal and curricular resources available to Delaware's elementary teachers during a time of innovative curriculum change, i.e., their knowledge, goals and beliefs regarding elementary engineering curriculum and the pedagogical support to teach two Science and Engineering Practices provided by science teaching materials.…

This study describes how student unit assessment data helped support ongoing curriculum revisions in the Baltimore City School District. This project is situated in the STEM Achievement in Baltimore Elementary Schools (SABES) project, which is a National Science Foundation funded multi-year Math Science Partnership between the Johns Hopkins…

In the age of standardized testing, science and social studies are not given the same priority as mathematics and reading in the curriculum of United States schools. High stakes testing is viewed as having heavily biased schools toward teaching tested subjects and away from less frequently tested subjects. This paper is premised on the notion that…

In 1985, the leaders of the Smithsonian Institution and the National Academies established the National Science Resources Center (NSRC) to address the critical problem identified by the "A Nation at Risk" report. Through its Curriculum Development Center and in partnership with its publisher, Carolina Biological Supply Company, the NSRC developed…

Describes a comparative study of science curriculum differentiation between two elementary schools that served students from different socioeconomic and ethnic backgrounds. Results indicate that the science curriculum was quite different between schools. (Author/SAH)

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)

This study focuses on the transmission stage of curriculum implementation, specifically at the interaction level of curriculum developer and teacher. Level of agreement regarding objectives and priorities between evaluators, teachers, and developers was determined for a unit on "colors" developed for primary school children and partially…

Reviews the history of environmental awareness and environmental education in Bangladesh. Presents a statement of the principal aims and objectives of environmental education at the primary level. (DDR)

Elementary science instruction in the Tenafly Public Schools became virtually nonexistent in the early 1980's and based on this realization, members of that school system embarked upon a 3-year curriculum renewal cycle. The process followed in the curriculum development plan is somewhat unique and may serve as a model for other school districts to…

Presents the author's views of what should be done about science teaching and curriculum in the British elementary schools. (HM)

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)

Provides recommendations for developing programs for gifted students. Describes the development of an operational talented and gifted program for elementary students in Connecticut, called Operation Mind Stretch. (MA)

Presents research on gifted children in primary science. Discusses the implications of the research for the identification of students gifted in science and for preparing a successful science curriculum for these students. (DDR)

Explores Montessori's concept of cosmic education and recommends expanding it in school curricula. Suggests integration of science about the universe and earth with intuitions about the meaning of life and humans' role in the universe. Discusses God versus chance as the source of life, and emphasizes developing cosmic values and responsibilities.…

This inquiry examines the personal attribute and environmental factors that contribute to and impede science teacher-leader development. Using a narrative approach, the inquiry focuses on the experiences of three teachers in three different New Zealand primary schools (years 1-6) as they develop in their capabilities as science teacher-leaders…