In part 1 (SE 532 193) an outline of Ausubel's learning theory was given. The application of the theory to elementary school science is addressed in this part, clarifying what elementary science means and indicating how it relates to what may be expected to be already known by elementary school children. (Author/JN)

Affective behaviors among 20 gifted students in day-to-day science classroom and laboratory situations were investigated. The course studied was developed at the University of Illinois with the support of the Illinois Demonstration Program for Gifted Children. Data were collected by direct observation, an interview, and a written test. Students…

This bibliography relates the various experimental studies done in elementary school science. Every attempt was made to provide a bibliography that is as comprehensive as possible. Only a selected number of the publications put out by the projects themselves are listed. Bibliographical information is provided for obtaining a continuous source of…

Uses examples related to a head of cabbage to discuss: (1) sensory development in children; (2) the integration of sensory and cognitive involvement; and (3) a child's mode of exploring and discovering. Also discusses why science curricula need to be organized around a paradigm that is holistic. (JN)

Identifies and discusses developments in learning theory that are of particular interest to science teachers. Emphasizes the importance of inquiry learning in facilitating intellectural growth whcih may otherwise be retarded by a classroom environment that does not provide opportunities for the student to investigate, probe, discuss and question.…

Presented are science units for kindergarten and first-grade classes which include one or more non-verbal test items constructed to determine whether the student has learned the material presented in the unit. Units include: light, senses, gerbils, beans and peas, animal activities, and hatching chicks. (SL)

Student outcomes were assessed by quantitatively combining results of 57 reported evaluations of three major curriculum programs in elementary school science. Thirty-two percent of the comparisons were statistically significant, favoring activity-based programs; six percent favored control groups. (DH)

Suggests, by argument and example, that the views which children bring with them to science lessons are, to them, logical and coherent, and that these views have considerable influence on how and what children learn from their classroom experiences. (Author/SK)

The Learning in Science Project (Primary)--LISP(P)--investigated the ideas and interests children have about hot and cold. Data were obtained from 25 children (12 boys and 13 girls), ages 8 to 11, using the "interview-about-instances" (IAI) procedure. Areas investigated included: (1) the meanings of the words…

Tested Ausubel/Novak hypothesis that primary grade students can learn meaningfully certain aspects of science concepts in the "reception learning" model. Revised audio-tutorial instruction unit on earth based on understanding children's misconceptions; assessed impact of revised units with second graders; and compared results to concept…

Addresses the power held by persons who construct curricula, teach, and do research from a frame of reference that includes definite purposes for and theories about science education. Suggests the purpose of science education as a discipline is to improve existing procedures and establish new and verified procedures for teaching science.…

The aim of the Learning in Science Project is to: (1) investigate science teaching/learning at the Form 1 to 4 level (ages 10 to 14); (2) identify some of the key difficulties in this subject area; and (3) find ways of overcoming such difficulties. The project is seen both as an evaluative and a research project in that it is concerned with…

The first working paper of the Learning in Science Project, "An Initial Framework," outlined what was then seen as the major aims of the project and suggested how these aims might be achieved by three phases of research: exploratory (to observe teaching/learning in Form 1 to 4 science classrooms and to identify difficulties perceived by…

Reported is a summary and review of over 300 research papers published in 1987. The review is organized into four sections: (1) "Learners and Learning"; (2) "Teachers and Teaching"; (3) "Curriculum and Instruction"; and (4) "Context and Settings." (YP)

The Learning in Science Project investigated teaching and learning in science at the Form 1 to 4 level to identify some of the key difficulties in this subject area and to find ways of overcoming such difficulties. Included in this final report are: (1) brief accounts of the three major phases of the research; (2) a list of papers derived from the…