Students taught science concepts by physical education activities achieved higher scores on an objective test of science concepts. (AL)

REPORTED IS THE DETERMINATION OF THE RELATIVE EFFECTIVENESS OF TWO METHODS OF INSTRUCTION IN TEACHING CLASSIFICATIONAL CONCEPTS OF PHYSICAL AND CHEMICAL CHANGE TO ELEMENTARY SCHOOL CHILDREN. THROUGH TEACHER-DIRECTED DEMONSTRATION-DISCUSSION, STUDENTS IN GRADES 2-6 WERE INSTRUCTED IN THE CONCEPTS OF PHYSICAL AND CHEMICAL CHANGE WITH THE…

Reports study of children in grades two through six to determine concept formation achievement about chemical and physical change. Performance of three tasks by two groups at each grade level after thirty-minute lessons on five consecutive days are used for evaluation. Researcher concludes that these concepts are attainable by sixth graders and…

Reports on a replication study to determine the relative effectiveness of two methods of instruction in teaching classificatory concepts and to determine whether maturity of children was related to level of understanding. (GS)

The following issues are examined in this monograph: (A) Should the scientific concepts that are introduced be restricted to those that are needed in describing the scientific facts the child will meet in the program or may concepts be introduced for their own sake or for the sake of demonstrating concept-development methods? (B) Should concepts…

Reported is a study to determine the feasibility of teaching selected concepts related to the particle nature of matter to students in grades 2-6. The lessons developed for this study did not require a high student reading ability, did not require more than one-half hour of time, included the use of analogous mechanical models whenever possible,…

Evaluated was air instructional technique utilizing planetarium facilities to teach the concept of day and night to 207 first-grade students. Test results indicate that the methods was not highly effective. (SL)

Reported is a study of the feasibility and effectiveness of specialist and classroom teachers utilizing large-group instructional techniques in teaching selected science concepts to elementary school children. The experimental population consisted of 498 pupils (grades 1-6), in an elementary school which was designed and organized for team…

Conclusions of an extensive project aimed to prepare lessons and associated materials related to teaching concepts included in the scheme "The Particle Nature of Matter" for grades two through six are presented. The hypothesis formulated for the project was that children in elementary schools can learn theoretical concepts related to the particle…

Describes 20 chemical demonstrations designed for elementary school science classes. These can be presented as a magic show, but each illustrates one or more of seven basic chemical concepts. (MLH)

The purpose of this study was to determine the relative effectiveness of three different types of visual devices in an instructional program designed to teach an understanding of selected theoretical science concepts to elementary school children. The visual devices were prepared using Bruner's three modes of representation (enactive, iconic, and…

Reported is a study to compare the effectiveness of three methods of instruction on science concept achievement, attitude toward science, and time to complete the unit of study. Self-directed independent study, self-directed group study and a combination of the two were used as methods of instruction for 52 students at the fifth grade level in a…

Reported is a study to determine by comparison the effects of the following teaching strategies: (1) statements of science concepts by a teacher verbalized either initially in the lesson presentation or in a final summary statement, (2) final summary statements of science concepts verbalized by either teachers or pupils, and (3) statements of…

Provides a series of learning center activities which demonstrate concepts about air. (CP)

Reported is an evaluation of a planetarium curriculum for elementary students at the primary level in terms of student behavior. Five sub-problems were investigated which related to which concepts could be learned by the planetarium-experience and which concepts were retained after a two-week time lapse. The One-Group Pretest-Posttest Design was…