Undergraduate college "science partners" provided content knowledge and a supportive atmosphere for K-5 teachers in a university-school professional development partnership program in science instruction. The Elementary Science Education Partners program, a Local Systemic Change initiative supported by the National Science Foundation,…

The African Primary Science Program has been developed in eight different African countries and is currently in the initial stages of implementation in these countries. The program differs from conventional science teaching in that it attempts to provide an opportunity for children to know the world on their own terms. Its goals are to equip…

The African Primary Science Program, which was established in 1960 as part of the African Education Program, has operated widely in English-speaking African countries. Science centers have been established with program assistance in seven of these: Ghana, Kenya, Malawi, Nigeria, Sierra Leone, Tanzania, and Uganda. Its goals have been centered on…

Describes the use of science-related activities to celebrate holidays. (PEB)

Section I of this report gives a brief background of the Three Phase Primary Science Project and the evaluation procedures used. Section II reports the results, organized in an overall analysis, and in analyses by standards (grade levels), phases, school situations, school agency, teachers' experience, and districts. A lesson-by-lesson analysis is…

Following a review of the impact of Piaget's theories of cognitive development on science curriculum design, the evolution and development of the Science 5/13 Project, designed to extend the work of Nuffield Junior Science Project, is described. Evaluation studies assessing the aims and objectives of this project are detailed. (BT)

This publication is the report of the instructional program, "Measure and Find Out, A Quantitative Approach to Science," designed for grades four, five, and six. The basic rationale of the program is not to present any material which a child can not observe, describe, and measure. The report is divided into five parts, each explaining different…

Briefly describes an instructional program based on the individual needs of students that was designed for grades K-8. (EB)

This evaluation report is concerned with Phase 3 of the Three Phase Primary Science (TPPS) course piloted in Papua, New Guinea, primary schools in 1969 and which was to be taught in all primary schools in 1973. Phase 1 is a series of activities; Phase 2, a series of simple experiments for the pupils. Phase 3 is a series of more formal experiments…

Describes different features of Science - A Process Approach materials for elementary schools. A brief review about the success of the program is included. (PS)

A project called the Science Partners Program (SPP) is described. The thrust of the SPP is to develop an avenue whereby students and parents can explore related events around the home and community during out-of-school hours. Advantages of the SPP in enhancing an existing elementary program are presented. (KR)

Describes the activities of the Esso company to promote the improvement of science education in the schools. (PEB)

Continuing the emphasis of this issue on elementary school science, this article presents information on the Minnesota Mathematics and Science Teaching (Minnemast) Project, the Conceptually Oriented Program in Elementary Science (COPES), and the Science 5/13 Project (which evolved from the Nuffield Junior Science Project). (PEB)

Suggestions for organizing a science book fair are provided, focusing on planning activities, book displays, publications/publicity, and evaluation. Factors discussed related to book displays include: size and scope of selection, where to obtain books, and how they will be displayed. (JN)