The concepts, processes, and methods found in science are used in other disciplines. Many science-class activities are predicated on students' reading and writing skills. Students read textbooks, read directions for conducting experiments, and write their own reports of observation. Integrating science with mathematics usually requires little…

Evaluates the Predict-Observe-Explain (POE) technique that is used for identifying students' knowledge and understanding of science concepts. Reports that the children responded to the technique enthusiastically and the teachers were able to identify both their understanding and their process skills development. Concludes that the POE is a…

Investigates preservice elementary teachers' science process skills and the questioning strategies used during a discovery science lesson. Results indicate that subjects with a high level of competency in the science process skills asked significantly more questions and demonstrated an increased use of divergent, high-level, and…

Explores how teachers in The Gambia use local languages to describe scientific concepts and give explanations for scientific phenomena. Recommends the use of registers of words and phrases in the native languages. (DDR)

Discusses using questioning to encourage nursery school children to develop skills of observation and communication. An effective way of exploring the ideas children hold is through productive questioning. (Author/CCM)

Explores ways of improving the confidence and competence of children and teachers in data handling and interpretation. (Author/CCM))

Describes a bubble activity related to the concepts of force and motion. Uses soap solutions for the task and evaluates students according to their performance in the problem solving process and garnering investigation results, which are conceptually based. Promotes and assesses science process skills. (Contains 20 references.) (YDS)

Explains the procedure of constructing a geological timeline pit for elementary and secondary science classes. Presents a follow-up activity and discusses the impact of fossil pits. (YDS)

Discusses the importance of using interdisciplinary instruction in science education. Suggests ways for successful interdisciplinary instruction, developing science skills through language, and getting the most out of nonfiction books. (Contains 21 references.) (ASK)

Discusses using amphibians and reptiles as an excellent resource for students to observe and gain an understanding of the process of science. These animals are easy to maintain in the classroom and play important roles in ecosystems as the prey for many birds and mammals and as the predators of various organisms. (SAH)

Three fifth- and sixth-grade classrooms (147 students) were observed over 10 weeks. Science was taught either through (1) short, in-class projects; (2) an ongoing gardening project; or (3) teacher-oriented expository method. Participation in agriculturally oriented experiential activities, such as the projects, had a greater effect on science…

Cites research to support the idea that field trips are more successful for students if they receive a process skills orientation as opposed to a cognitive orientation to the field trip experience. Provides details on planning and preparation for a trip to the zoo. (DDR)

Describes a method for empowering biochemistry students to think critically about research data. Encourages students to formulate their own opinions by removing the usual dominant expert commentary. (Author/CCM)

Presents an inquiry-based science laboratory on the harmonic motion of the pendulum aimed at middle and high school students. Explains the appropriate assessment procedure for the laboratory. (YDS)

We describe a new educational program developed by the Cornell Institute for Research on Children (CIRC), a research and outreach center funded by the National Science Foundation. Thinking Life A Scientist targets students from groups historically underrepresented in science (i.e., girls, people of color, and people from disadvantaged…