This study explores how K-8 critically conscious dual-language science teachers (CCDLSTs) working with bilingual learners (BLs) practice their critical consciousness via the four tenets of dual-language education: ideological clarity, pedagogical perspective and clarity, access for all, and equitable spaces (IPAE). This study is informed by the…

A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one…

Teaching, the core technology of schooling, is an essential consideration in investigations of education systems and school organizations. Taking teaching seriously as an explanatory variable in research on education systems and organizations necessitates moving beyond treating it as a unitary practice, so as to take account of the school subjects…

Concerned by the need to decolonize education for Aboriginal students, the authors explore philosophies of Indigenous ways of knowing and those of the 21st century learning movement. In their efforts to propose a way forward with Aboriginal education, the authors inquire into harmonies between Aboriginal knowledges and tenets of 21st century…

This paper shares my experiences with the scholarship of teaching and learning (SoTL) framework in my university science methods course. Incorporating SoTL not only enabled me to inquire into my own teaching as a scholarly activity but also engaged my students in critical reflections. I used the principles and characteristics of SoTL to design…

SELF-INSTRUCTIONAL SCIENCE MATERIALS FOR GIFTED PRIMARY STUDENTS WERE DEVELOPED AND USED WITH FIRST- AND SECOND-GRADE STUDENTS. UNITS ON ATOMIC STRUCTURE, THE NATURE OF MOLECULES, MEASUREMENT, AND MATHEMATICS WERE DEVELOPED, USED, EVALUATED, AND REVISED OVER A 2-YEAR PERIOD. LESSONS WERE PRESENTED THROUGH THE USE OF TAPE PLAYERS, ILLUSTRATIVE…

Sixty pupils from the third grade of a public school in a middle class suburban community were randomly assigned to four groups. Pupils in one of the groups were given, individually, a two-lesson instructional sequence using the audio-tutorial mode. Pupils in a second group were given the same two-lesson sequence in the teacher-directed, group…

Describes planning and implementation phases of the development of individualized and small group learning laboratory facilities for primary and intermediate grades in a new elementary school. Includes descriptions of teacher and student summer activities during design, selection and evaluation of general science instructional media and materials.…

Presents the procedures, results, and conclusions of a study designed to examine the differential effects of instruction, audio-tutorial mode and the teacher-directed group mode. Subjects were 60 third grade pupils using the Interaction Unit of the Science Curriculum Improvement Study. The effects of a combination of the two instructional modes…

Describes a study to determine if the physical presence of the instructor affects the learning processes of the student. The results indicate that live teaching may be educationally more valuable than taped instruction. (BR)

Discusses the A-T approach in conjunction with a structured science program, such as COPES, which provides opportunities for independent study and student self-pacing and is a means for increasing student comprehension. This approach can also help absentee students catch up as well as students who enter mid-year. (BR)

Reported is a study that was partly developmental and partly experimental. A series of worksheets were developed based on the Elementary School Science (ESS) unit, Batteries and Bulbs, and were used to teach three classes of sixth grade students. Two other classes covered the same material using a lecture-discussion technique. Student gains were…

This study contrasted the science-related cognitive skill attainment of children experiencing high and low individualized science programs. Teachers involved in the study were classified as high-individualized or low-individualized according to the degree of individualized instruction they practiced as measured by the Instructional Practices…

It would appear that the only true homogeneous classroom is one occupied by one teacher and guiding one child.'' A teacher can, however, modify instruction to provide for individual differences. (Author/RH)

The use of cassette tapes and learning stations allowed a group of youngsters, ranging in age from 7-11, whose reading levels ranged from preprimer to over sixth grade, to advance individually and at their own pace. Preliminary exercises are described as well as the topics on each of six tapes used. (EB)